Using computer-mediated corrective feedback modes in improving Jordanian students’ writing performance

Abstract EN

This study explored the effect of computer-mediated corrective feedback (CF) on the 10th grade EFL students’ performance in the writing skill.

Seventy-two 10th grade female students at Al Hammra secondary school of girls, Mafraq, were selected as the study sample.

They were randomly assigned into four groups، three experimental groups (18 students each) and one control group (18 students).

The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers’ feedback (students who received feedback only from the teacher), students’ feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher).

The control group was taught using computer-mediated communication.

However, it neither provided nor did it receive corrective feedback.

The findings of the study showed that there were significant differences between the mean scores of the control group and the experimental groups due to the presence/absence of corrective feedback in favor to the experimental groups.

Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers’ feedback, students’ feedback or both, in favor to both, where students received corrective feedback from their peers and the teacher.