the comparative effects of written feedback types on efl learners' essay writing in two writing instruction models: edmodo vs. face-to-face

This study investigated the differential effects of two types of written corrective feedback (recast/ prompt) and two writing instructional models (edmodo/ face-to-face) on efl learners’ essay writing. the participants of the study were 80 iranian junior efl students selected out of 96 students. they were assigned to two instructional groups (edmodo-integrated/ face-to-face writing instruction), each group was divided into two subgroups, one group receiving recast and the other group receiving prompt. first, all of the participants were given an essay writing test in order to check whether any possible effects revealed in their posttest writing scores were due to the treatment or their prior knowledge. during the treatment, the learners were taught how to write a formal essay. subsequently, the learners wrote some drafts on which they received the instructor’s feedback (recast or prompt). at the end of the treatment, the learners took another writing test as the posttest. the results of two-way anova indicated that the learners who receivededmodo-integrated writing instruction outperformed those in face-to-face writing class. also, the results revealed that the writing performance of learners receiving prompt improved in comparison with those of learners receiving recast. in addition, it was revealed that the students’ writing performancechanged on the basis of the kind of feedback they received in relation with the type of instructional models they were exposed to. the findings of this study may have implications for efl teachers; they can take advantage of edmodo to improve the students’ writing performance, and increase their self-regulated learning, and automaticity.