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Makale Özeti:
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An area that has recently attracted increasing attention is providing feedback on
learners’ writing accuracy through the Internet. However, research in this area has
largely focused on synchronous communication, i.e., chatting, with fewer studies
assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates
the effectiveness of asynchronous computer-mediated corrective feedback-explicit and
implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary
EFL learners at the ILI in Tehran were randomly assigned to two experimental groups,
receiving explicit and implicit corrective feedback respectively, and one control group
receiving no corrective feedback. Each group included 15 participants. After the
treatment, a post-test was administered to assess the probable increase in the correct
use of prepositions for the experimental groups compared to the control group.
Analysis of the results through a one-way ANOVA revealed that the experimental group
1 who received explicit corrective feedback significantly outperformed the
experimental group 2 and the control group. The experimental group 2 who received
implicit corrective feedback showed no significant improvement over the experimental
group 1 and the control group.
Although the findings support the current view on feedback through technology, due to
the scarcity of research, more investigation is merited as there is much to gain
regarding this burgeoning field.
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