Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count?

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 computer-mediated 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.