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For second language writing (SLW) instructors, decisions regarding technologymediated feedback are particularly complex as they must also navigate student language proficiency, which may vary across different areas such as reading or listening. Yet technology-mediated feedback remains an underexplored realm in SLW especially with regard to how modes of technology affect feedback and how students interact with and understand it. With the expanding pervasiveness of video and increased access to screencasting (screen recording), SLW instructors have ever-growing access to video modes for feedback, yet little research to inform their choices. Further, with video potentially requiring substantial investment from institutions through hosting solutions, a research-informed perspective for adoption is advisable. However, few existing studies address SLW feedback given in the target language (common in ESL) or standalone (rather than supplemental) screencast feedback. This dissertation begins to expand SLW feedback research and fill this void through three investigations of screencast (video) and text (MS Word comments) feedback in ESL writing. The first paper uses a crossover design to investigate student perceptions and use of screencast feedback over four assignments given to 12 students in an intermediate ESL writing class through a combination of a series of surveys, a group interview and screen recorded observations of students working with the feedback. The second paper argues for APPRAISAL an outgrowth of systemic functional linguistics (SFL) focused on evaluative language and interpersonal meaning, as a framework for understanding interpersonal differences in modes of feedback through an analysis of 16

Modes of feedback in ESL writing: Implications of shifting from text to screencast