Document Type : Research Paper
Authors
Department of English Language, Razi University, Iran
Abstract
This study builds on previous reviews of technology-mediated feedback up to 2020 to provide an updated account of research conducted from 2020 onwards. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies examining technology-mediated corrective feedback on writing in EFL or ESL contexts, using quantitative or mixed methods approaches. Data were coded using an Excel sheet, and frequencies were reported as percentages. The major findings indicate that technology-mediated feedback is more prevalent in higher education, emphasizing the importance of leveraging technology for enhancing feedback practices. Additionally, half of the publications employed a mixed-methods approach, contributing to a more comprehensive understanding of the topic. However, some studies lacked methodological transparency; therefore, the study highlights the need for stricter reporting guidelines. Furthermore, the findings reveal that teachers and computers are the primary sources of feedback in technology-mediated settings, aligning with their significant roles in traditional and online learning environments. According to the findings, educators are encouraged to adopt technology-mediated feedback in higher education and engage in training and professional development in this area. Moreover, researchers are recommended to continue conducting mixed-methods studies by following more rigorous transparency guidelines.
Keywords
Main Subjects
Alharbi, M. A., & Al-Hoorie, A. H. (2020). Turnitin peer feedback: Controversial vs. non-controversial essays. International Journal of Educational Technology in Higher Education, 17(1), 17. https://doi.org/10.1186/s41239-020-00195-1
Al Maqbali, A. M. K., & Mohin, M. (2022). Technology-mediated written corrective feedback: EFL teachers’ beliefs and their practices. IJASOS-International E-journal of Advances in Social Sciences, 8(22), 91-106.
Alsahli, N. D. and Meccawy, Z. (2022). Challenges faced by EFL teachers and learners in providing and receiving online corrective feedback on writing assignments. International Journal of English Language Education, 10(2), 33. https://doi.org/10.5296/ijele.v10i2.20439
Azizi, D. B., Gharanjik, N., & Dehqan, M. (2022). The effects of mobile-mediated explicit and implicit feedback on EFL learners’ use of English prepositions EFL learners’ use of English prepositions. Theory and Practice of Second Language Acquisition, 8(2), 1–19. https://doi.org/10.31261/tapsla.11943
Bahari, A., & Gholami, L. (2022). Challenges and affordances of reading and writing development in technology-assisted language learning. Interactive Learning Environments, 8 (3) 1–25. https://doi.org/10.1080/10494820.2022.2065308
Boling, E. C. & Beatty, J. (2010). Cognitive apprenticeship in computer-mediated feedback: creating a classroom environment to increase feedback and learning. Journal of Educational Computing Research, 43(1), 47-65. https://doi.org/10.2190/ec.43.1.d
Brudermann, C., Grosbois, M., & Sarré, C. (2021). Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course. ReCALL, 33(3), 248–264. https://doi.org/10.1017/s095834402100015x
Chen, T. (2014). Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis. Computer Assisted Language Learning, 29(2), 365-397. https://doi.org/10.1080/09588221.2014.960942
Cunningham, K. J. (2019). Student perceptions and use of technology-mediated text and screencast feedback in ESL writing. Computers and Composition, 52(1), 222–241. https://doi.org/10.1016/j.compcom.2019.02.003
Delgado, J. C. S. & Hidalgo, R. M. (2020). Analyzing experiences of using effective feedback in the ESL classroom through the use of digital technologies. Education and New Developments 2020. https://doi.org/10.36315/2020end068
Denton, P., Madden, J. C., Roberts, M., & Rowe, P. H. (2007). Students’ response to traditional and computer-assisted formative feedback: A comparative case study. British Journal of Educational Technology, 39(3), 486–500. https://doi.org/10.1111/j.1467-8535.2007.00745.x
Ebadi, S., Gholami, M., & Vakili, S. (2022). Investigating the effects of using Grammarly in EFL writing: The case of articles. Computers in the Schools, 40(1), 85-105. https://doi.org/10.1080/07380569.2022.2150067
Eguara, O. (2021). A journey to learner autonomy and self-efficacy via technology-mediated scaffolding. ICERI Proceedings. https://doi.org/10.21125/iceri.2021.1112
El Mortaji, L. (2022). Public speaking and online peer feedback in a blended learning EFL course environment: Students' perceptions. English Language Teaching, 15(2), 31-49. https://doi.org/10.5539/elt.v15n2p31
Everitt, B. S., & Skrondal, A. (2010). The Cambridge dictionary of statistics, 4th edition, Cambridge University Press.
Hamond, L. (2017). The pedagogical use of technology-mediated feedback in a higher education piano studio: An exploratory action case study. In Doctoral thesis, UCL (University College London). https://discovery.ucl.ac.uk/id/eprint/1546538/
Hargreaves, E. (2012). Teachers’ classroom feedback: still trying to get it right. Pedagogies: An International Journal, 7(1), 1–15. https://doi.org/10.1080/1554480x.2012.630454
Heift, T. (2019). A longitudinal observation of<? br?> technology-mediated feedback for L2 learners of German. ITL-International Journal of Applied Linguistics, 170(2), 154-179. http://dx.doi.org/10.1075/itl.19009.hei
Huang, H. W., Zhu, Y., & J. Mills, D. (2021, July). Exploring different technology-mediated feedback modes on EFL learners' writing performance in a cross-cultural learning project. In Proceedings of the 5th International Conference on Education and Multimedia Technology (pp. 134-139).
Jiang, W., & Ribeiro, A. (2017). Effect of computer-mediated peer written feedback on ESL/EFL writing: A systematic literature review. Electronic International Journal of Education, Arts, and Science (EIJEAS), 3(6) 30-47. http://www.eijeas.com/index.php/EIJEAS/article/download/115/111
Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189x033007014
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
Lim, F. V., & Phua, J. Y. (2019). Teaching writing with language feedback technology. Computers and Composition, 54(2), 107-138. https://doi.org/10.1016/j.compcom.2019.102518
Loncar, M., Schams, W., & Liang, J. (2021). Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019. Computer Assisted Language Learning, 36(4), 722–784. https://doi.org/10.1080/09588221.2021.1943452
Mardian, F., & Nafissi, Z. (2022). Synchronous computer-mediated corrective feedback and EFL learners' grammatical knowledge development: A sociocultural perspective. Iranian Journal of Language Teaching Research, 10(2), 115-136. http://dx.doi.org/10.30466/ijltr.2022.121186
Mathisen, P. (2012). Video feedback in higher education – A contribution to improving the quality of written feedback. Digital Competence, 7(2), 97–113. https://doi.org/10.18261/issn1891-943x-2012-02-02
Riazi, M., Shi, L., & Haggerty, J. (2018). Analysis of the empirical research in the journal of second language writing at its 25th year (1992–2016). Journal of Second Language Writing, 41(1), 41-54. http://dx.doi.org/10.1016/j.jslw.2018.07.002
Ryan, T., Henderson, M., & Phillips, M. (2016, November). Written feedback doesn’t make sense’: Enhancing assessment feedback using technologies. In International conference of the Australian Association for Research in Education (pp. 1-11).
Savaşçı, M., & Akçor, G. (2022). Multimodal technology-mediated feedback in second language writing classes through screen-casting. In English language education (pp. 107–122). https://doi.org/10.1007/978-3-031-13540-8_6
Sherafati, N., Largani, F. M., & Amini, S. (2020). Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count? Education and Information Technologies, 25(5), 4591–4613. https://doi.org/10.1007/s10639-020-10177-5
Tan, S., Cho, Y. W., & Xu, W. (2022). Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner’s writing performance. Interactive Learning Environments, 30(3) 1–11. https://doi.org/10.1080/10494820.2022.2066137
Topacio, K. N. M. (2018). Exploring the use of online educational platform in teaching writing among ESL students. Journal of Language and Linguistic Studies, 14(1), 86–101. https://files.eric.ed.gov/fulltext/EJ1175799.pdf
Van Der Kleij, F., Feskens, R., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881
Vladova, G., Ullrich, A., Bender, B., & Gronau, N. (2021). Students’ acceptance of technology-mediated teaching – How it was influenced during the COVID-19 pandemic in 2020: A study from Germany. Frontiers in Psychology, 12(2) 15-33. https://doi.org/10.3389/fpsyg.2021.636086
Wang, T. (2022). Perceptions of computer-mediated feedback in english as a second /foreign language writing: a review study from 2010 to 2020. Proceedings of the 5th International Academic Conference on Teaching, Learning and Education. https://doi.org/10.33422/4th.icmef.2022.10.400
Warrens, M. J. (2015). Five ways to look at Cohen's kappa. Journal of Psychology & Psychotherapy, 5(4), 1-23. http://dx.doi.org/10.4172/2161-0487.1000197
Wibowo, A. P. (2021). Teaching efl writing using google docs to provide feedback. LLT Journal: A Journal on Language and Language Teaching, 24(2), 389-400. https://doi.org/10.24071/llt.v24i2.3082
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education, 128(3), 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
Yousefi, M., & Nassaji, H. (2019). A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer-mediated instruction. ITL-International Journal of Applied Linguistics, 170(2), 277-308. https://doi.org/10.1075/itl.19012.you
Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: a comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3-17. https://doi.org/10.1016/j.asw.2010.01.002
Zohrabi, M., & Khalili, A. (2024). A cross-cultural study into the utility of diverse written corrective feedback strategies in medicine students’ ESP writing courses. International Journal of Society, Culture & Language, 12(2), 150-169. https://doi.org/10.22034/ijscl.2024.2025600.3436
)