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THE IMPACT OF ASYNCHRONOUS COMPUTER-MEDIATED CORRECTIVE FEEDBACK ON INCREASING IRANIAN EFL LEARNERS’ CORRECT USE OF PRESENT TENSES

Journal Name:

  • International Journal on New Trends in Education and Their Implications

Publication Year:

  • 2013

Key Words:

Author Name
Abstract (2. Language): 
An area that has recently attracted increasing attention is providing feedback on learners’ writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chat, with fewer studies assessing asynchronous technologies, i.e., e-mail. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit/implicit, through e-mail on increasing the correct use of present tenses. Forty-five Iranian elementary EFL learners were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of simple present and present progressive tenses. Analysis of the results through two separate ANOVAs revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group in terms of the correct use of simple present and present progressive tenses. The experimental group 2, however, showed no statistically significant improvement over the control group. While the findings support the current view on the effectiveness of corrective feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field.
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  • English

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