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Volume 18 Number 1
Abstract

Using Peer Computer-Mediated Corrective Feedback to Support EFL Learners' Writing
Ali AbuSeileek, Al al-Bayt University
Awatif Abualsha'r, Al al-Bayt University

This study investigated the effect of using computer-mediated corrective feedback on EFL learners' performance in writing. Sixty-four intermediate-level learners were randomly assigned to either a no-feedback control condition or a corrective feedback, including three treatment conditions. The first is the “track changes” feature of Microsoft Word 2010 which double strikes through deletions and marks insertions in a different color. The second is recast feedback while the third is metalinguistic feedback. Over the course of eight weeks, each student was required to provide corrective feedback on drafts written by another group member and to discuss it with the group members. The study yielded three major findings. First, students who received computer-mediated corrective feedback while writing achieved better results in their overall test scores than students in the control condition who did not receive feedback. Second, there was a significant effect for the track changes made in the corrective-feedback type when compared with that made in the recast and metalinguistic feedback types. Students in the recast treatment condition also obtained higher significant mean scores than those who received metalinguistic corrective feedback. The study concluded with suggestions for further research and pedagogical implications.

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