Teachers’ Voice Matters: Investigating the Effectiveness of Online Audio Feedback in CSL Writing

This study explores the effectiveness of online audio feedback in an advanced Chinese as a Second Language (CSL) writing course. Employing a mixed-methods approach, we analyzed online audio feedback features and surveyed students’ perceptions to assess feedback effectiveness in enhancing CSL writing proficiency. Our analysis divided the feedback (57,709 characters) into three main types and eight subtypes. Notably, question-raising, direct suggestions, and reflection-initiating feedback were instrumental in encouraging revisions and improving second drafts. The findings reveal a predominance of content-focused feedback (57%), with cognitive feedback constituting 74% of the total, highlighting the emphasis on enhancing argumentation strength and clarity in student writings. Moreover, the study indicates a high implementation rate of audio feedback recommendations (77%) with significant improvements in writing accuracy (95%). An online questionnaire further demonstrated students' positive reception towards audio feedback, recognizing its utility in writing improvement, motivational quality, and its role in facilitating targeted revisions. Importantly, the study underscores the influence of CSL proficiency and technology accessibility on feedback efficacy, with lower proficiency students facing comprehension challenges and some encountering platform-related issues. These insights suggest the need for tailored feedback strategies and platform improvements to maximize audio feedback benefits. This research contributes to second language writing pedagogy by offering empirical evidence on the utility of audio feedback in CSL writing, underscoring its potential for enhancing student engagement, understanding, and writing quality. It also provides practical recommendations for integrating audio feedback in L2 writing curricula, enriching both academic research and teaching practices in the field.