The Effect of Computer-Mediated Feedback on L2 Accuracy. Does the Difference in Learners’ Perceptual Style Moderate the Effectiveness of the Feedback?

Mujtaba, Syed Muhammad; Parkash, Rakesh; Singh, Manjet Kaur Mehar; Gol, Atiyeh Kamyabi

doi:10.1080/07380569.2022.2041891

Cited by 4 publications

(6 citation statements)

References 44 publications

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“…This study has enriched the body of literature regarding lecturers' perceptions and experiences towards CMCF in supervising project writing in Nigerian universities. It has brought to light the factors that facilitate CMCF use, the most preferred types adopted by lecturers and the extent to which these lecturers adopt this feedback mode (Akbar, 2017; Bostanci and Çavuşoğlu, 2018; Lee, 2020; Mao and Lee, 2020; Mujtaba et al ., 2022). Thus, the study has implications for further studies and has opened up the need for a paradigm shift in research project supervision.…”

Section: Implications Of the Studymentioning

confidence: 99%

“…However, the study also found that the CMCF was comprehensive and improves students' accuracy in writing. Researchers Tabrizi and Ranjbaran (2021) and Mujtaba et al (2022) looked at the effects of two different kinds of computer-mediated feedback on the writing accuracy of language learners. According to the study, both audio-based and text-based CMCF helped students to write more accurately and audio-based CF was superior to text-based CF.…”

Section: Corrective Feedback In Project Supervisionmentioning

confidence: 99%

“…of CMCF in the supervision of students' research project writing, especially in Nigeria (Akbar, 2017;Bostanci and Çavus ¸o glu, 2018;Mujtaba et al, 2022). Moreover, Lee (2020) and Mao and Lee (2020) called for more qualitative research into lecturer-student interactions and the assessment of educational issues.…”

Section: Corrective Feedback In Project Supervisionmentioning

confidence: 99%

“…However, the study also found that the CMCF was comprehensive and improves students' accuracy in writing. Researchers Tabrizi and Ranjbaran (2021) and Mujtaba et al . (2022) looked at the effects of two different kinds of computer-mediated feedback on the writing accuracy of language learners.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other studies examined students' perceptions toward CMCF (AbuSeileek and Qatawneh, 2013; AbuSeileek, 2013; Alibakhshi and Mohammadi, 2016). However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria (Akbar, 2017; Bostanci and Çavuşoğlu, 2018; Mujtaba et al ., 2022). Moreover, Lee (2020) and Mao and Lee (2020) called for more qualitative research into lecturer-student interactions and the assessment of educational issues.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Osiesi

Azeez²,

Adeniran³

et al. 2023

JARHE

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PurposeThis study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.Design/methodology/approachThis research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).FindingsThe results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.Originality/valueStudies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

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Section: Implications Of the Studymentioning

confidence: 99%

Section: Corrective Feedback In Project Supervisionmentioning

confidence: 99%

Section: Corrective Feedback In Project Supervisionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Osiesi

Azeez²,

Adeniran³

et al. 2023

JARHE

View full text Add to dashboard Cite

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Predictive and Mediating Effects of Learning Strategies and Styles on Chinese Undergraduate Students’ English Achievement

Liu,

Chen

2023

Asia-Pacific Edu Res

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Teachers’ Perceptions of Electronic Corrective Feedback and its Impact on EFL Learners’ Uptake

Suhail Asiri,

Abdulrahman Khadawardi

2024

AWEJ

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The present study investigates EFL teachers’ perceptions of electronic corrective feedback in Saudi Arabia and the impact of electronic feedback on students’ learning process. It also seeks to elucidate the benefits and limitations of using electronic feedback through the Madrasati platform on students’ writing. The significance of this study lies in its exploration of the evolving landscape of educational technology in Saudi Arabian EFL teaching and learning providing insights to optimize feedback practices and enhance professional development, policy making, and student outcomes. The study addresses two primary questions: a) what are EFL teachers’ perceptions of electronic corrective feedback? b) which types and methods of electronic feedback did teachers utilize the most and were found effective? This research employs a quantitative approach, utilizing a questionnaire to gather data. The study sample comprised 141 EFL teachers from public secondary and high schools in Saudi Arabia. Several significant conclusions were drawn from the study. Firstly, the results indicated a high level of satisfaction with the benefits of electronic corrective feedback among Saudi Arabian teachers; they highly value the feedback provided by this method. Due to the COVID-19 pandemic, the Madrasati platform emerged as the most frequently used tool, as teachers were initially mandated to utilize it for delivering feedback. The findings revealed that Saudi EFL teachers identified explanation and description as the most effective forms of correction. Furthermore, the study’s results demonstrated that Saudi teachers did not believe electronic corrective feedback would impede their ability to provide adequate student feedback. The study also discussed several pedagogical implications and recommendations.

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The Effect of Computer-Mediated Feedback on L2 Accuracy. Does the Difference in Learners’ Perceptual Style Moderate the Effectiveness of the Feedback?

Cited by 4 publications

References 44 publications

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Predictive and Mediating Effects of Learning Strategies and Styles on Chinese Undergraduate Students’ English Achievement

Teachers’ Perceptions of Electronic Corrective Feedback and its Impact on EFL Learners’ Uptake

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