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Purpose This study examines how video-based feedback supports narrative writing development and emotional engagement amongst adult English as a second language (ESL) learners in open and distance learning (ODL) environments. It also introduces the Humanistic Learning Presence (HLP) framework as an emerging conceptual lens for understanding the cognitive, emotional and relational dimensions of feedback in online learning contexts. Design/methodology/approach A qualitative case study was conducted with eight adult ESL learners enrolled in a fully online creative writing course at a Malaysian open university. The study implemented a two-cycle feedback intervention combining synchronous video conferencing (via Microsoft Teams) and asynchronous screencast feedback (via ScreenPal). Data were collected through narrative writing tasks, semi-structured interviews and reflective journals and were analysed using thematic analysis and comparative cross-draft textual analysis. Findings Video-based feedback supported improvements in narrative coherence, reflective depth and linguistic expression. Participants also reported enhanced perceptions of instructor presence, increased affective trust and sustained engagement in revision activities. Overall, feedback in ODL contexts functioned as a multimodal and relational process in which tone, interaction and delivery shaped how feedback was interpreted, internalised and enacted. Originality/value This study contributes to research on multimodal feedback in ESL ODL contexts by demonstrating how video-based feedback supports both writing development and emotional engagement. The HLP framework conceptualises feedback as an integrated process involving emotional attunement, cognitive scaffolding and relational dialogue. As a small-scale exploratory study, the framework is proposed as a provisional model requiring further empirical validation.
Eak et al. (Wed,) studied this question.