Integrating socratic questioning and synchronous video feedback to enhance ESL learners’ narrative writing in online learning

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.