<![CDATA[This qualitative study explores the functions and mechanisms of multimodal feedback (audio and video) provided by instructors on the quality of Business English essays written by third-semester students, as well as the detailed revision strategies used by the students. Using a collective case study approach with 10 students and 2 instructors, data were gathered through triangulation methods, including document analysis (initial drafts and revisions), in-depth interviews, and observation of the revision process. The main findings reveal that multimodal feedback significantly reduces students' cognitive load when interpreting corrections, especially in improving macro-structure, cohesion, and coherence by offering contextual clarity (visualising errors) and pedagogical empathy (the instructor’s voice). This enhancement in cognitive understanding and social presence notably encourages transformational (deep-level) revisions, with over 60% of improvements focused on content and argument structure. The study recommends shifting from vague textual feedback to a multimodal digital approach to foster greater student accountability and ownership of their writing quality.]]>
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