Perception of EFL Learners towards Technology-mediated Teacher Feedback

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Published: Jul 30, 2026
DOI: https://doi.org/10.70730/FLME2108
Keywords:
screen capture technology, composition, technology-mediated teacher feedback, English language learning.

Main Article Content

Saifa Haque
Department of English, School of Liberal Arts and Social Sciences, East West University, Bangladesh
Shamima Akter Shanta
Department of English, School of Liberal Arts and Social Sciences, East West University, Bangladesh
Syeda Shabnam Mahmud
Department of English, School of Liberal Arts and Social Sciences, East West University, Bangladesh

Abstract

Research reveals that technology-mediated teacher feedback can enhance feedback quality, motivate digital natives, and minimize dissatisfaction (Mao & Crosthwaite, 2019). Making use of digital intervention, this study intends to enhance feedback quality provided in composition writing to motivate students and to engage them more effectively with feedback. The aim of the study is to present students’ perception regarding feedback given, using two different digital tools (i.e., Google Docs & Screencastify) on the composition tasks of 94 undergraduate students from a private university in Bangladesh. A mixed-methods case study approach was adopted to analyze data received from two survey questions and interviews after receiving feedback from teachers on students’ composition writing using the digital tools. The study results show a positive perception of students towards technology-mediated teacher feedback. It also presents the reasons for students’ positive perception. Hopefully, the study will contribute to the empirical research literature on feedback literacy in writing.

Article Details

How to Cite
Haque, S., Shanta , S. A., & Mahmud, S. S. (2026). Perception of EFL Learners towards Technology-mediated Teacher Feedback. LEARN Journal: Language Education and Acquisition Research Network, 19(2), 1251–1270. https://doi.org/10.70730/FLME2108
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Saifa Haque, Department of English, School of Liberal Arts and Social Sciences, East West University, Bangladesh

A senior lecturer at the Department of English, East West University. She was a Hornby scholar at the University of Warwick, UK. Her research interest revolves around the use of technology in teaching, teacher training, and assessment.

Shamima Akter Shanta , Department of English, School of Liberal Arts and Social Sciences, East West University, Bangladesh

A senior lecturer at the Department of English, East West University. She is a recipient of the Australia Awards Scholarship from Bangladesh. Her research interests involve contextual material development, the use of ICT in teaching and learning English, pedagogical culture, and the professional development of teachers.

Syeda Shabnam Mahmud, Department of English, School of Liberal Arts and Social Sciences, East West University, Bangladesh

A senior lecturer in the Department of English at East West University, Bangladesh. Her research interest revolves around the use of technology for language teaching, teaching writing, material development, etc. She has published a few papers in international peer-reviewed journals.

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