demystifying the impact of synchronous/asynchronous computer-mediated written corrective feedback on efl learners’ verb pattern development in l2 writing

Technology-mediated second language teaching and learning has attracted second language acquisition (sla) scholars more than before, especially in the covid-19 pandemic. the present study was an effort to demystify the impacts of synchronous vs. asynchronous computer-mediated (cm) written corrective feedback (wcf) on efl learners’ development of knowledge of verb patterns in l2 writing. in fact, the study attempted to find whether the experience of asynchronous computer-mediated activities (i.e., emailing) vs. synchronous computer-mediated tasks (i.e., immediate chatting) could help the development of accuracy of verb patterns’ use among the efl learners or not. the participants of the study consisted of 57 female adult intermediate iranian efl learners within the age range of 18-25 in three groups (two experimental groups and one control group). the participants in all groups went through the processes of pretesting, intervention, and post-testing. one of the experimental groups received synchronous cm written feedback, while the other one received asynchronous computer-mediated wcf. the results of one way-anova revealed that synchronous cm-mediated wcf proved more effective in the development of grammatical verb patterns through l2 writing of the learners taking part in the study. the current findings could be employed by efl teachers and learners as well as materials developers to pay more attention to the synchronous computer-mediated wcf in the english language programs and efl classrooms.

Demystifying the Impact of Synchronous/Asynchronous Computer-Mediated Written Corrective Feedback on EFL Learners’ Verb Pattern Development in L2 Writing

Technology-mediated second language teaching and learning has attracted Second Language acquisition (SLA) scholars more than before, especially in the COVID-19 pandemic. The present study was an effort to demystify the impacts of synchronous vs. asynchronous computer-mediated (CM) written corrective feedback (WCF) on EFL learners’ development of knowledge of verb patterns in L2 writing. In fact, the study attempted to find whether the experience of asynchronous computer-mediated activities (i.e., emailing) vs. synchronous computer-mediated tasks (i.e., immediate chatting) could help the development of accuracy of verb patterns’ use among the EFL learners or not. The participants of the study consisted of 57 female adult intermediate Iranian EFL learners within the age range of 18-25 in three groups (two experimental groups and one control group). The participants in all groups went through the processes of pretesting, intervention, and post-testing. One of the experimental groups received synchronous CM written feedback, while the other one received asynchronous computer-mediated WCF. The results of one way-ANOVA revealed that synchronous CM-mediated WCF proved more effective in the development of grammatical verb patterns through L2 writing of the learners taking part in the study. The current findings could be employed by EFL teachers and learners as well as materials developers to pay more attention to the synchronous computer-mediated WCF in the English language programs and EFL classrooms.