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Purpose Despite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedback. Based on Chong's (Chong, S. W. 2019. "College Students' Perception of e-Feedback: A Grounded Theory Perspective." Assessment & Evaluation in Higher Education 44 (7): 1090–1105. https://doi.org/10.1080/02602938.2019.1572067) tripartite conceptualization of written feedback, this article examines the effectiveness of the multimodal text feedback approach by exploring its influence on the technical, socio-emotional, and personal aspects of feedback.
Li et al. (Fri,) studied this question.
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