Gökçe Kurt, Aslıhan Karabulut
The rapid expansion of technology-mediated feedback modes has prompted growing interest in screencast feedback as an alternative to text-based electronic feedback in L2 writing instruction. This study compares the effects of screencast feedback and text-based electronic feedback on revision uptake and explores students’ perceptions of screencast feedback in a content-based academic writing course. The participants were 41 pre-service English language teachers enrolled at a state university in Türkiye. Over one semester, the experimental group received indirect instructor feedback on their second drafts through screencast video recordings, while the control group received equivalent feedback as marginal comments in Microsoft Word. Quantitative data were drawn from a randomly selected subsample of 20 students (10 per group), resulting in 40 final drafts per group for analysis. Revision uptake was measured by calculating correction scores from final drafts, and group differences were analysed using Mann-Whitney U tests. In addition, six randomly selected participants from the experimental group took part in a semi-structured focus group interview to explore their perceptions of the screencast feedback process. The results showed that students in the screencast feedback group achieved significantly higher correction scores at the micro, macro, and overall levels. Qualitatively, students perceived screencast feedback as improving their writing, enhancing their engagement with the feedback process, and facilitating their revision strategies, while also demonstrating critical awareness of the constraints imposed by time limitations on feedback delivery. These findings contribute to the growing evidence base for screencast feedback in L2 writing and highlight its potential as an effective and engaging feedback mode in EFL pre-service teacher education contexts.