technology-enhanced assessment in language learning contexts: synchronous vs. asynchronous peer feedback and efl writing achievements

This study investigated the impact of peer feedback in two modes of instruction (synchronous vs. asynchronous) on efl learners’ writing achievement in a technology-enhanced learning environment. to collect the data for this quasi-experimental study, two intact classes of synchronous learners (n = 15) and asynchronous learners (n = 15) served as the participants of the current study. the participants experienced an online ielts program at the science innovators language institute in kashan in the winter of 2020. to conduct the study, the researchers employed word processor and track changes, google classroom, whatsapp application, and focus groups interview. they compared the learners’ writing achievements in synchronous and asynchronous classrooms in the context of the covid-19 outbreak. the results of the research demonstrated that the efl learners in the asynchronous learning environment outperformed their counterparts who had enrolled in the synchronous learning environment. moreover, the results of the interview highlighted three main challenges of technology-enhanced assessment: technology literacy, feedback literacy, and technical reliability of technology systems. the research offers practical implications for writing teachers and program administrators.