Kemal:

The more feedback the better, but some of the online feedback especially for L2 writing classes gets lost in interpreting feedback comments by students, so I will strongly recommend F2F feedback along with online for clarification. I will also like to add that feedback should also be timely to avoid lags that may cause student to become demotivated. The latter is highlighted in lessons I have learnt as a blended learning champion for my department that I hope would be useful to your topic.

Best regards,

Debra

Conference Paper Championing Blended Learning in Higher Education: Reflection...

Dear Debra

I take your point but as common sense and empirical evidence (e.g., Lee, 2004, 2008) suggest, "the more feedback the better" cannot be regarded as an acceptable motto. Too much feedback makes students teacher dependant. Since one of the main  purpose of teaching is to make students autonomous, I would say a good teacher provides the least amount of feedback possible which should be selective and focused.

Back to Kemal's question, as far as I am concerned, written corrective feedback in any form usually fails to have a long-term effect on learners' language development unless it is followed by follow-up teacher-student conferences . Nevertheless, when the students are highly motivated or at advanced levels, a simple error correction can go a long way.

The course offered is hybrid with f2f & online, hence the feedback from each is summarized as blended

http://www.jite.org/documents/Vol14/JITEv14ResearchP397-416Delgado1829.pdf

I agree with Mohan. 

To my mind, the content of each feedback should be different. As compared to the online feedback (correcting all errors), the face2face feedback should cover much broader ideas and mention frequent errors (ex. Lack of Subject/Verb Agreement, or Pronoun Errors etc.).

Regardless of your teaching modality (on-site, blended, online), I recommend a blended approach to providing feedback. As Mehmet said, F2F is great for quickly explaining larger issues such as integration of support, organization, etc., that would be harder to explain in writing. Of course, explaining basic grammar and mechanics is sometimes easier F2F. The problem is that students quickly forget oral feedback unless they are taking notes during the conversation. Written feedback provides documentation and written examples to which students can refer later (though they probably won't!). Written feedback takes teacher time and can appear overwhelming to students if too much feedback is provided.

Next generation feedback: video screen capture. To address all the different ways students learn, video and audio and screen capture allows the student to have a multisensory record of F2F feedback or feedback prepared offline. I make minimal marks on papers while recording my narrative commentary. I will return student papers with only highlighting marks made during recording. Students can watch and re-watch the videos in which I quickly talk through errors, type suggested changes and give overall feedback in a very conversational manner.

Obviously, both teacher and student need access to appropriate technology. Even the best software can take time to process videos. And fully reviewing a paper while trying to maintain a narrative flow can be challenging. I tend to skim a paper to gather thoughts before starting to record.

Some students have watched my videos one time and have retained enough to fix the highlighted paper. Others will go back to the videos again and again to remind themselves how to deal with personally challenging issues. Students have been very grateful for this kind of feedback, and their final papers show positive results.

As Mobin said earlier, too much feedback can be overwhelming. I have heard this from students who only get my written feedback. Students receiving video feedback tend to feel less overwhelmed as the personal touch helps them digest the information.

Face-to-face feedback is important, and using Track Changes in a Word doc is also effective.  Google docs allows the student to interact with the professor as the feedback is being presented in real time.  Prescriptive grammar works well if students are familiar with traditional grammatical terms (direct object, predicate nominative, coordinating conjunction, and so forth), but descriptive grammar seems to be what my college students were taught in high school.  Providing feedback requires the professor to be familiar with prior learning, or the feedback may be more confusing than helpful.

hi. written feedback can be provided on drafts for process writing including different stages. after students' correction, the next stage is a meeting or writing conference to illuminate and discuss their problematic skills. best