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McBride, Sophie

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McBride, Sophie
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Universidad de Murcia. Departamento de Filología Inglesa
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    Affordances of screencast technology for analyzing engagement with computer-mediated feedback on L2 writing
    (Routledge, 2025) Nicolás Conesa, Florentina; Cerezo García, María Lourdes; McBride, Sophie; Didáctica de la Lengua y la Literatura
    The aim of this chapter is to reflect on the affordances, from a research methodology perspective, of using screencasts to analyze second language (L2) writers’ engagement with feedback. Screencasts are considered “digital windows” into learners’ writing processes, including engagement with feedback. We will thus describe the types of data obtained with screencast technology and how the analysis of these data may further our understanding of the processes L2 learners engage in while acting upon different feedback timing conditions (immediate synchronous, delayed synchronous, and asynchronous teacher feedback). The chapter will start with a brief outline of the aims guiding our empirical study and a concise account of the rationale behind our aims and methodology, including data collection decisions and instruments. The central part of the chapter will then focus on describing (i) the type of data about learner engagement with feedback that can be obtained via screencast technology (i.e., affordances) and (ii) the challenges experienced during data collection and how they were addressed. We will close with methodological implications for future research aiming to use screencast technology to analyze learner engagement with feedback.
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    Feedback timing and engagement with feedback. Effects on L2 written accuracy
    (Taylor and Francis Group, 2026-05-04) Nicolás Conesa, Florentina; Cerezo García, María Lourdes; McBride, Sophie; Didáctica de la Lengua y la Literatura; Facultades de la UMU::Facultad de Educación
    A substantial body of research has demonstrated the benefits of written corrective feedback (WCF) for L2 written accuracy (see meta-analyses such as Kang & Han); however, comparatively few studies have experimentally examined the effectiveness of feedback in different timing conditions or how learners engage with feedback provided at different times. Yet, understanding when feedback is most beneficial and how feedback timing shapes learners’ engagement with corrections is pedagogically essential, as it can help learners maximize their opportunities to notice and integrate corrections into their evolving L2 linguistic system. The present study employs a mixed-methods design to compare learners’ engagement with WCF and accuracy improvement under three timing conditions: (i) immediate synchronous WCF (during writing), (ii) delayed synchronous WCF, and (iii) asynchronous WCF. Twenty advanced EFL university students completed two writing tasks, processed unfocused indirect WCF, completed audio-recorded questionnaires on their engagement with WCF, and revised their texts using screencast technology to capture real-time engagement and changes in accuracy. All groups significantly improved accuracy, with no advantage for synchronous or delayed synchronous over asynchronous feedback. All participants were similarly engaged, but different patterns of engagement were found because of different feedback timing conditions. These findings suggest that advanced learners can benefit equally from different feedback timing conditions using unfocused indirect feedback. Methodological and pedagogical implications are drawn.
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    ChatGPT as cognitive mediator: tracing pausing, revision, and efficiency in L2 digital writing
    (2026-01-27) Garcés Manzanera, Aitor; McBride, Sophie; Didáctica de la Lengua y la Literatura; Facultad de Educación
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