EFL Learners’ Writing Accuracy: Effects of Direct and Metalinguistic Electronic Feedback

Abstract

The present study investigated the effects of direct and metalinguistic electronic feedback (E-feedback) on Iranian EFL learners’ writing accuracy and attitudes toward computer assisted language learning (CALL). Twenty nine students in two intact English writing classes comprised the participants of the study. A mixed-method design was used for data collection and analysis. In addition to the instruction provided similarly in both classes, based on random assignment, the students in one group received direct electronic corrective feedback (DECF) using Ginger software. In the other class, the students received metalinguistic electronic corrective feedback (MECF) in the form of error codes provided through Markin4 software. Results revealed that the use of E-feedback developed the learners’ writing accuracy and attitudes toward CALL. However, there were no significant differences between the final overall writing accuracy scores of the DECF and MECF groups and their gain scores. Regarding writing accuracy components (i.e., structure, vocabulary, and punctuation), although the MECF group obtained higher scores in three components, a statistically significant difference between the two groups was found only in terms of vocabulary gain scores. Finally, in the interviews, the students in both groups referred to some barriers in the implementation of CALL in their context as well as some of its merits.