Enhancing ESL learners’ narrative writing proficiency: The role of multimodal online feedback

Abstract

This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content analysis guided by Labov and Waletzky’s narrative structure framework. The analysis focused on global aspects (e.g., coherence, story structure) and local aspects (e.g., grammar, vocabulary, and mechanics). Findings reveal that multimodal feedback enhanced grammatical accuracy, lexical sophistication, narrative coherence, and emotional depth. The dynamic nature of video and screencast feedback supported clearer understanding, deeper reflection, and more autonomous revisions. These results reinforce the Cognitive Theory of Multimedia Learning, demonstrating how multimodal channels support more effective cognitive processing. The study offers insights into how multimodal feedback can be strategically employed to foster meaningful writing improvement and learner engagement in technology-mediated ESL instruction.