Integrating socratic questioning and synchronous video feedback to enhance ESL learners’ narrative writing in online learning
Bibliographic Data
| ID | 22428263 |
|---|---|
| Authors | Arathai Din Eak (0009-0003-0424-6219, Wawasan Open University, corresponding author), Nagaletchimee Annamalai (0000-0002-8600-5624, Universiti Sains Malaysia) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-04-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Innovation in Language Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1750-1229 • E-ISSN: 1750-1237 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17501229.2026.2658187 |
| OpenAlex | W7154299187 |
| Language | EN |
| References cited | 31 |
This study explores how structured Socratic questioning, conducted via live video conferencing, supported narrative revision in an online ESL writing course. It uses Social Cognitive Theory, Self-Regulated Learning, and the Zone of Proximal Development as frameworks to understand the process. The study followed eight undergraduate ESL students across three draft cycles. Data came from video conference transcripts, students’ reflective journals, and pairs of early and revised drafts. A cross-case analysis showed clear patterns of change. Students moved from simply retelling events in time order to organising their narratives around clear internal structures. Their character descriptions developed from surface reactions to deeper identity-level portrayals. Their writing also shifted from summarising events to expressing broader themes and meanings. Reflection data showed that students progressed from focusing mainly on surface editing to regulating and interpreting meaning at a deeper level. The findings suggest that improvement in L2 narrative writing depends not only on what feedback says but also on how it is delivered. Carefully structured questioning during live interaction helped students explain their thinking before revising their texts. This study adds to research on feedback design in online ESL contexts. It shows how structured dialogue can guide students’ development in narrative construction at the discourse level.
Computer-mediated communication · Educational technology · Narrative · Online discussion · Online learning · Online video · Peer feedback · Second language writing · Teaching method · Digital Storytelling and Education · EFL/ESL Teaching and Learning · Literacy, Media, and Education
Case Study Research on Language Learning and Use
Written Corrective Feedback in Second Language Acquisition and Writing
Mind in Society
Feedback in Second Language Writing
Conditions that enable effective feedback
An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers
Improving online social presence through asynchronous video
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Feedback and Self-Regulated Learning
Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms
Video Improves Learning in Higher Education
From monologue to dialogue
The power of internal feedback
Researching feedback dialogue
Addressing the challenges of interaction in online language courses
The development of student feedback literacy
Supporting Second Language Writing Using Multimodal Feedback
Guiding Knowledge Construction in the Classroom
Naturalistic inquiry
Becoming a Self-Regulated Learner
| Citation velocity | historical |
|---|---|
| Highly cited | No |