Sanal konferans uygulaması tabanlı video geri bildirimin üniversite İngilizce hazırlık okulu öğrencilerinin İngilizce yazma becerilerine olan etkileri

The purpose of this academic study is to delve into the influence of virtual feedback on university prep school students' academic writing skills in English as a second language. In this respect, the technology-oriented feedback style which is regarded as 'video feedback' will be compared with the conventional text-based feedback which is given in class and the factors affecting both will be analysed in depth. The video feedback is given through 'Google Meet', a popular video conferencing tool. The investigation concerned is to provide detailed information with educators regarding the advantages and disadvantages of the above-mentioned feedback technique. Therefore, this study will serve as a kind of academic journey to explore a promising method by comparing and contrasting it with other feedback styles. The research scrutinises the data collected through some English prep school students studying at a private university in Istanbul, Turkey. Within this academic research, two classes consisting of 19 students in total are involved in the process and the work reflecting their academic writing skills has been examined comprehensively in an attempt to comprehend the effects of video feedback on their academic performance in English language. In this manner, both classes - the experimental group and the control group - are given one writing task throughout an academic semester lasting 9 weeks and their improvement has been observed closely by the researcher. Throughout the process, the pretest - posttest experimental design was applied. The results of this study demonstrate that the English language-based academic writing skills of those students that were provided with video feedback were improved compared to those who were merely given traditional feedback. In an attempt to demonstrate those students' improvement rate in line with the predetermined time period, the researcher benefited from the Mann-Whitney U-Test which is regarded as one of the Non-parametric Statistical Tests. The relevant results show that the written exam scores of those students getting video feedback are significantly higher than those that were given traditional text-based feedback in English essay writing exams. Keywords: Blended Learning, Second Language Learning, Online Learning