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Journals / Diyalog Interkulturelle Zeitschrift Für Germanistik / 2026 / Cilt: 14 Sayı: 1

The effect of multimodal feedback on the writing skills of GFL learners

Die Wirkung des multimodalen Feedbacks auf die Schreibfertigkeit von Deutschlernenden

Furkan Koca(TRAKYA ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU)0000-0002-7559-3483
Hikmet Asutay(TRAKYA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, YABANCI DİLLER EĞİTİMİ BÖLÜMÜ, ALMANCA ÖĞRETMENLİĞİ PR. (ALMANCA))0000-0002-0175-2429
Pages
271–288
Publication Date
2026-06-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The quantitative results show that the experimental group made significantly better progress (M = 4.97, SD = 2.39) than the control group (M = 1.42, SD = 3.67).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the effect of multimodal feedback on the writing skills of learners of German as a foreign language.
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Key Findings & Data:A total of 48 students at the School of Foreign Languages of Trakya University were divided into an experimental group and a control group, each consisting of 24 students.
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Conclusion & Impact:The quantitative results show that the experimental group made significantly better progress (M = 4.97, SD = 2.39) than the control group (M = 1.42, SD = 3.67).
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Multimodales Feedback · Feedbackvideo · Deutsch als Fremdsprache

Abstract

This study examines the effect of multimodal feedback on the writing skills of learners of German as a foreign language. A total of 48 students at the School of Foreign Languages of Trakya University were divided into an experimental group and a control group, each consisting of 24 students. The experimental group received multimodal feedback (video and text) for one semester, while the control group received only written feedback. The quantitative results show that the experimental group made significantly better progress (M = 4.97, SD = 2.39) than the control group (M = 1.42, SD = 3.67). This difference is statistically significant (t(39.54) = 3.97, p 0.8). Supplementary qualitative data also confirms this effectiveness. The learners found multimodal feedback motivating, which led to improved error reduction in their texts and increased confidence in the writing process. In summary, the findings illustrate the significant effect of multimodal feedback on the writing skills in German as a foreign language education.

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Cite This Article

Koca, F., Asutay, H. (2026). The effect of multimodal feedback on the writing skills of GFL learners. Diyalog Interkulturelle Zeitschrift Für Germanistik, Cilt: 14 Sayı: 1, 271–288. https://doi.org/10.37583/diyalog.1951669

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