Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy
This research aims to assess the efficacy of electronic feedback (e-feedback) and traditional oral feedback on undergraduate students’ English writing over 12 weeks of teaching. Three treatment groups were involved: Asynchronous written e-feedback through Microsoft Word Track Changes; teacher–studen...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-07-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.783684/full |
| _version_ | 1818188993388347392 |
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| author | Aasia Nusrat Sardaraz Khan Farah Kashif Rakhshanda Fawad |
| author_facet | Aasia Nusrat Sardaraz Khan Farah Kashif Rakhshanda Fawad |
| author_sort | Aasia Nusrat |
| collection | DOAJ |
| description | This research aims to assess the efficacy of electronic feedback (e-feedback) and traditional oral feedback on undergraduate students’ English writing over 12 weeks of teaching. Three treatment groups were involved: Asynchronous written e-feedback through Microsoft Word Track Changes; teacher–student oral metalinguistic conferencing; no feedback control group. Two grammatical features (i.e., conjunctions and articles), the most problematic forms, were targeted to determine the effect of feedback on these grammatical features. One-way ANOVA test resulted to reveal that the feedback-receiving group performed better than those given no feedback at all. Furthermore, students who received e-feedback performed much better in improving conjunctions errors than those who received oral feedback. The study suggests to train learners and teachers toward e-feedback for better learning of English language. |
| first_indexed | 2024-12-11T23:35:45Z |
| format | Article |
| id | doaj.art-40b9c5856a804b06aff51f53de6f33a7 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-11T23:35:45Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-40b9c5856a804b06aff51f53de6f33a72022-12-22T00:45:52ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-07-01710.3389/feduc.2022.783684783684Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracyAasia Nusrat0Sardaraz Khan1Farah Kashif2Rakhshanda Fawad3Department of Humanities, COMSATS University, Lahore, PakistanUniversity of Science and Technology, Bannu, PakistanDepartment of Applied Linguistics, Kinnaird College for Women University, Lahore, PakistanFaculty of Languages and Literature, University of Central Punjab, Lahore, PakistanThis research aims to assess the efficacy of electronic feedback (e-feedback) and traditional oral feedback on undergraduate students’ English writing over 12 weeks of teaching. Three treatment groups were involved: Asynchronous written e-feedback through Microsoft Word Track Changes; teacher–student oral metalinguistic conferencing; no feedback control group. Two grammatical features (i.e., conjunctions and articles), the most problematic forms, were targeted to determine the effect of feedback on these grammatical features. One-way ANOVA test resulted to reveal that the feedback-receiving group performed better than those given no feedback at all. Furthermore, students who received e-feedback performed much better in improving conjunctions errors than those who received oral feedback. The study suggests to train learners and teachers toward e-feedback for better learning of English language.https://www.frontiersin.org/articles/10.3389/feduc.2022.783684/fullcorrective feedbacktrack changessecond language learningoral feedbackelectronic feedback |
| spellingShingle | Aasia Nusrat Sardaraz Khan Farah Kashif Rakhshanda Fawad Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy Frontiers in Education corrective feedback track changes second language learning oral feedback electronic feedback |
| title | Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy |
| title_full | Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy |
| title_fullStr | Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy |
| title_full_unstemmed | Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy |
| title_short | Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy |
| title_sort | effect of teachers asynchronous e feedback and synchronous oral feedback on english language learners writing accuracy |
| topic | corrective feedback track changes second language learning oral feedback electronic feedback |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.783684/full |
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