Published date: Mar 12 2024

Journal Title: KnE Social Sciences

Issue title: 6th International Conference on Education and Social Science Research (6th ICESRE)

Pages: 517–527

DOI: 10.18502/kss.v9i6.15301

Mohammad Fatonimohammadfatoni.21020@mhs.unesa.ac.idDepartment of Language and Literature Education, Universitas Negeri Surabaya, 60213 Indonesia

Slamet SetiawanDepartment of Language and Literature Education, Universitas Negeri Surabaya, 60213 Indonesia

Ahmad MunirDepartment of Language and Literature Education, Universitas Negeri Surabaya, 60213 Indonesia

Suhartono .Department of Language and Literature Education, Universitas Negeri Surabaya, 60213 Indonesia

Screencast video feedback is relatively new in writing class. Technology development leads the lecturer to provide feedback through the screencast video feedback. The students need screencast video feedback for guidance to write better. The students revise and edit their writing based on the comments given. However, the student’s understanding might differ from the lecturer’s intention. This study investigated students’ perception of screencast video feedback and explored their self-regulated learning in responding to it. It used a qualitative study involving 10 EFL university students using semi-structured interview questions. The data were transcribed and analyzed using thematic analysis of students’ perceptions of the screencast video feedback and their self-regulated learning. The finding showed the students had positive perceptions of the screencast video feedback. In addition, the students constructed self-regulated learning such as setting goals, self-motivating, monitoring, seeking help, adopting, and self-evaluating their writing. This study reveals the benefits to English lecturers to enhance the quality of the feedback in teaching writing.

Keywords: screencast video feedback, the students’ perception, self-regulated learning

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