Audio feedback in graduate academic writing: Effects on writing achievement, revision practices, and student perceptions
Abstract
This study investigates the role of audio feedback in graduate students’ academic writing achievement and explores their perceptions of its use in improving their writing. The research was conducted with graduate students at a foundation university in Istanbul, Turkiye. A mixed-methods design was adopted to address the research questions. The quantitative data were obtained from the achievement scores of two reflection assignments to examine the effects of written and audio feedback on academic writing performance. Students’ first and second drafts of each assignment were also analyzed to explore the extent to which audio feedback influenced the revision process. In addition, open-ended survey questions and semi-structured interviews were used to examine students’ perceptions and experiences with audio feedback. Finally, a pre-test and post-test survey was administered to investigate possible changes in students’ feedback preferences. The findings indicated that the students achieved significantly higher scores after receiving audio feedback. The document analysis showed that both feedback types supported active revision practices, with no substantial differences in overall revision patterns. The qualitative findings revealed generally positive perceptions of audio feedback, although some challenges were also mentioned. The survey results showed no significant change in feedback preferences. Overall, the study provides insights into the potential of audio feedback as a supportive tool for academic writing instruction.
Keywords
audio feedback, academic writing, written feedback, student perceptions
How to Cite
Coban-Postacİ, M. & POLAT, M., (2026) “Audio feedback in graduate academic writing: Effects on writing achievement, revision practices, and student perceptions ”, Journal of Second Language Acquisition and Teaching (JSLAT) 32, 79–119. doi: https://doi.org/10.2458/jslat.10550
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