Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does moti
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Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count? Narjis Sherafati 1 & Farzad Mahmoudi Largani 2 & Shahrzad Amini 3 Received: 3 January 2020 / Accepted: 27 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The use of a computer as a means and/or a source of feedback provision has facilitated the process of teaching and learning writing. The integration of computers into writing classes enabled teachers to provide timely and reliable feedback. Taking into account these opportunities that computers bring to the classroom, the present study attempted to investigate the efficacy of using computermediated teacher feedback and computer-generated feedback on learners’ writing skill. In addition, learners’ motivational level was explored. To do so, 60 intermediate EFL learners were selected from two intact classes and were randomly assigned to treatment groups. The results of paired samples t-test and independent samples t-test revealed a significant improvement in writing ability of the two groups from pretest to posttest. Only computer-mediated feedback significantly improved learners’ writing ability from posttest to delayed posttest. In addition, no significant difference was observed between the posttest scores of the two groups, while there was a significant difference between the delayed posttest score of the two groups. The result of interview indicated learners’ motivation in using computer-mediated feedback while there was disagreement in the other group concerning the motivation to use this approach. The study concluded that computers are a good medium for feedback provision. Furthermore, learners do not appreciate the role of computers as the source; rather, they accept it as a supplement to teacher feedback. Keywords Feedback . Computer-mediated feedback . Computer-generated feedback .
Motivation
1 Introduction
* Narjis Sherafati [email protected] Extended author information available on the last page of the article
Education and Information Technologies
In recent years, the advent of new technologies and the widespread use of computers in educational contexts have shifted the focus from the conventional learning environments to technology-embedded learning environments. The use of technologies in classroom integrates well-selected and appropriate tasks with interactive learning environment (Dennis and Kinney 1998; Stepp-Greany 2002), provides learners with swift access to information and suitable materials (Tomlinson 2009), and brings learning experience to the learners’ world (Larsen-Freeman and Anderson 2011) resulting in a raise in learners’ motivation level. In this educational context, activities are done using computer as a medium to achieve teaching and learning goals (Beatty 2003). In previous studies, computer-mediated and computer-generated feedbacks (also automated feedback) have been emphasized as two modes of feedback provisions in technology-embedded learning e
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