Document Type : Research Paper

Authors

• Saman Ebadi ¹
• Rana Rahimi ²

¹ Razi university

² Razi University

Abstract

This study builds on technology-mediated feedback research up to 2020 to provide an updated account. 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 was 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 findings, educators are encouraged to adopt technology-mediated feedback in higher education and engage in training and professional development in this area. Researchers are recommended to continue conducting mixed-methods studies by following more rigorous transparency guidelines.

Keywords

• EFL
• ESL instruction
• Second language
• Teaching
• EFL class

Main Subjects

• English language teaching