Embracing Digital Feedback: Exploring Writing Instructors' Adoption and Potential of Feedback Technologies

Abstract

This study examines the use and implications of feedback technology in First-Year Composition (FYC) programs, highlighting the critical gap between the application of general and feedback-specific technologies. Through surveys and interviews with FYC instructors at a large public university, it was found that while Microsoft Word dominates as the preferred feedback tool, there is growing interest in exploring other digital platforms like Google Docs and screen-casting. The research underscores the importance of systematic training for instructors and students alike in effectively utilizing feedback technologies, emphasizing quality over quantity in training sessions. Additionally, the value of face-to-face interactions in complementing digital feedback mechanisms is emphasized. The study advocates for continuous professional development and mentoring for educators to adapt to evolving feedback technologies. Limitations include a small and demographically narrow participant sample, suggesting the need for further research into both written and oral feedback technologies, and a more detailed survey design to capture the nuances of feedback practices.