Examining the Effects of Synchronous Written Corrective Feedback During Computer‐Mediated Collaborative Writing: Feedback Type and Learner Perceptions

Abstract

ABSTRACT Spurred by the advancement of educational technology, more language instruction has been offered in online environments. Consequently, teaching practices have had to adapt to digital platforms. Accordingly, teachers’ provision of synchronous written corrective feedback (SWCF) on digital texts has received increasing attention. Despite this growing interest, research on the effects of different types of SWCF during online, collaborative writing task performance remains limited. To address this gap, the current study investigated the effects of direct and indirect SWCF on the learning of the English past tense and students’ perceptions of SWCF in fully online English courses. Assigned to direct SWCF, indirect SWCF, and task performance feedback (control group), 42 beginner English learners completed two technology‐mediated collaborative writing tasks. To evaluate the effects of different types of SWCF on learning in terms of suppliance and accuracy, a pretest‐posttest‐delayed posttest design was employed. Although no significant differences were found between the two treatment groups, within‐group analyses revealed that indirect SWCF led to significant immediate and delayed gains in both suppliance and accuracy, while direct SWCF resulted in short‐ and long‐term gains in accuracy. Regarding learner perceptions of SWCF, learners reported that both SWCF types were helpful for their English learning, and receiving SWCF during collaborative writing tasks was not distracting. The findings of the current study are discussed in light of their implications for providing SWCF during online task performance.