THE EFFECTS OF HYPERMODAL FEEDBACK ON TEXTUAL REWRITING

FOCUS ON THE GENRE ARTICLE

Abstract

This exploratory research investigates the effects of hypermodal feedback (verbal and audio) in rewriting an academic article in the Pedagogy course at a private University in Minas Gerais. At the theoretical level, the present study is based on the assumptions of the hipermedia and multimodality (LEMKE, 2002; KRESS; VAN LEEUWEN, 2006), Cognitive Theory of Multimedia Learning (MAYER, 2001) and on the dialogical approach to language (BAKHTIN, 1995). Methodologically, the experiment was applied to a total of 23 students who, divided into eight groups, collaboratively wrote an article in Pedagogy and received multi-modal feedback from the discipline teacher in the modalities of verbal writing in the text itself and sound for rewriting the texts. The study participants answered two questionnaires, one for identification and the other for a survey of the experiment process evaluation. The data analysis indicates the great relevance of hypermodal feedback for rewriting the texts. In the comparative condition, however, students indicated in evaluation ques-tionnaire that the markings and written comments were relevant. Mainly with highlighted text by color feature and indicating where it is necessary to change the text. This highlighted that the rewriting of the text is better than the audio. This is explained by the fact that the audio was sent to the students in the Teams Platform chat, far from the marked text. At the same time, the markings were made directly in the text, facilitating the consul-tation and text rewriting.