The Comparative Effect of Online Self-Correction, Peer-correction, and Teacher Correction in Descriptive Writing Tasks on Intermediate EFL Learners’ Grammar Knowledge The Prospect of Mobile Assisted Language Learning (MALL)

60 participants of the study were selected based on their scores on the Nelson proficiency test and divided into three Telegram groups comprising a peer-correction, a self-correction and a teacher-correction group, each with 20 students. The pretest was administered to measure the subjects’ grammar knowledge. Subsequently, three Telegram groups each with 21 members (20 students + 1 teacher) were formed. Then during a course of nearly one academic term the grammatical notions were taught by the teacher. The members were required to write on the prompt in about 50 to 70 words and post it on the group. Then, their writings were corrected through self-correction, peer-correction and teacher-correction under the feedback provided by the researcher. The study used a pretest-posttest design to compare the learners’ progress after the application of three different types of treatment. One-Way between-groups ANOVA was run to test whether there was any statistically significant difference in grammar knowledge in descriptive writing of intermediate EFL learners’ who receive mobile-assisted self-correction, peer-correction and teacher-correction. The researcher also used Post-Hoc Tests to determine the exact difference between correction methods. Online self-correction, peer-correction and teacher-correction were the independent variables and grammar knowledge was the dependent variable. Examining the result of the study prove that significance level between self-correction and teacher-correction was the strongest (sig. = 0.000) but the significance level was a little less strong between peer-correction and teacher-correction whereas no significance was observed between self-correction and peer-correction.