The Influence of Asynchronous Computer-Mediated Versus Conventional Corrective Feedback on Iranian EFL Learners’ Writing Accuracy

The purpose of this study was to investigate the effects of asynchronous computer-mediated versus conventional corrective feedback on Iranian learners’ writing accuracy. To this end, 38 pre- intermediate female students aged 21 to 28 participated in the study. They were asked to write two compositions. Only errors regarding English articles were treated using highlights and comments features of word processor for the first group of participants receiving e-mail, and red pen for the second group of participants receiving hard copies. Direct corrective feedback was provided for both electronic and print students. Results revealed that although providing corrective feedback was effective in both contexts, the learners who received feedback via e-mail showed more absorption of the grammatical feedback than the conventional feedback group.