Purpose The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL) college remedial writing class. Design/methodology/approach This case study focused on an EFL remedial writing class consisting of eight Lebanese, Arabic L1 students at a private university in Lebanon. Students received screencast feedback through Jing® for one essay intended to assist them with subsequent revision. The multimodal screencast videos included indirect corrections, annotations, and oral commentary guided by a rubric. Students then completed a perspectives survey on screencast feedback. The instructor also led an informal group discussion to allow for further elaboration of students’ responses. Findings Students reported that screencasting’s multimodality provided for better engagement and support of learning preferences. They also perceived screencast feedback to be clearer and more useful than traditional written feedback. Research limitations/implications This study applied screencasting to address feedback challenges pertaining to clarity, learning preferences, and engagement. As this was a classroom case study, further research using a larger sample is recommended. Originality/value The aim of research into computer-mediated human feedback is to address such challenges as increasing student engagement, improving clarity, and responding to students’ preferences. Studies of screencast feedback have been few, particularly for EFL writing students. A survey of the literature indicates the need to explore contextualized classroom feedback case studies and approaches to enhance feedback.

Digital citizenship is broadly viewed as the ability to participate effectively in online communities. Since information and communications technology is pivotal to societal participation and development, the role of digital citizenship is significant. Formalizations guiding learning and practice for digital citizenship foster ideals and concepts that are essential to development and participation. Because learning and practice occur within wider political, socioeconomic and educational settings, associated place-based struggles stand to influence their sustainability. These struggles are particularly challenging in developing and post-conflict countries. This article operationalizes notions of sustainable practice and learning for digital citizenship and explores associated challenges within wider environmental settings. Taking Lebanon as a case, data indicate that place-based challenges within socioeconomic, political and educational settings compromise sustainable digital citizenship practice and learning among public school students. Recommendations for moving forward are offered in light of this finding.

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