University of Tabriz Journal of English Language Teaching and Learning 2251-7995 12 26 2020 11 01 L2 Writers’ Processing of Teacher vs. Computer-generated Feedback پردازش بازخورد معلم و کامپیوتر توسط فراگیران زبان دوم 175 215 11472 10.22034/elt.2020.11472 EN Shiva Kaivanpanah University of Tehran 0000-0002-5484-3869 Mohammad Alavi University of Tehran Rose Meschi University of Tehran (Kish Campus), Kish, Iran. Journal Article 2020 07 15 Writing is thought as the most complicated skill in second language acquisition; therefore, L2 researchers have always been in pursuit of discovering an effective approach to improve it. One of the most debated ways is feedback which has a key role in improving the quality of writing. Much of the previous research on feedback has focused on analyzing different types of feedback and their effect on the learners’ writings and few studies have examined the effectiveness of computer feedback. Therefore, the present study was conducted to 1) determine what aspects of students’ writings receive computer feedback, 2) examine the difference in the effect of computer-generatedfeedback (CBF) and Teacher-based feedback (TBF) on improving the students’ writing quality and 3) compare the differences in Depth of Processing (DOP) in processing computer and teacher feedback. The results indicated that content, style and organization of their essays received feedback from the teacher and the computer. Teacher feedback was more effective in terms of its impact on improving the quality of the writing of the students than computer-generatedfeedback and it resulted in deeper processing of lexical items, whereas computer-generated feedback invoked medium processing on grammar. <br />   https://elt.tabrizu.ac.ir/article_11472_83cf8c0e176727b06d22848ac81dac8a.pdf