Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner’s writing performance

ABSTRACT

With the rapid advance in educational technology, electronic feedback (e-feedback) has found its way to EFL writing process. The aim of this study is to investigate the effects of three e-feedback modes, that is, automated written corrective feedback (AWCF), asynchronous computer-mediated communication (ACMC), and their combination on EFL learner’s writing performance and to examine learner’s perceptions towards these three feedback modes. A total of 122 EFL learners from a Chinese university participated in this study. They were randomly assigned to four groups, each of which received a different type of feedback (i.e. self-feedback, AWCF, ACMC, AWCF plus ACMC) in their writing process. Findings revealed that the AWCF plus ACMC group outperformed the others in terms of complexity, accuracy, and fluency (CAF). In addition, the results of the questionnaire and interviews indicated that higher evaluations and more positive feelings went to the AWCF plus ACMC mode. These results suggest that this combination mode may meet individual needs in revising, maximize the writing effectiveness, and help the learners to become more autonomous and motivated in the writing process. Finally, implications for English writing pedagogy in the post-pandemic era are provided.

KEYWORDS:

• Automated written corrective feedback
• asynchronous computer-mediated communication
• e-feedback
• writing
• writing process

Disclosure statement

No potential conflict of interest was reported by the author(s).

Acknowledgements

The researchers would like to thank all the students and teachers for their involvement in this study.

Additional information

Funding

This work was supported by Education Department of Hunan Province under Grant [HNJG-2020-1184]

Notes on contributors

Shuxin Tan

Shuxin Tan (first author) is a PhD candidate in the Department of TESOL at Graduate School, Pai Chai University in Daejeon, South Korea. Her research interests include translation theories, L2 writing and teaching, and CALL. Email: [email protected]

Young Woo Cho

Young Woo Cho (corresponding author) is a professor in the Department of TESOL, at Graduate School, Pai Chai University in Daejeon, South Korea. His research interests include instructed second language acquisition, task-based language teaching, coaching for language learning, and multimedia-assisted language learning. Email: [email protected]

Wensi Xu

Wensi Xu (co-author) is a lecturer in the Department of Literature, Hunan Women’s University in Changsha, China. Her research interests include L2 writing, curriculum design and CALL.