The paper investigates the quality and effec- tiveness of teacher electronic feedback (TEF) in English as second language writing both in asynchronous and synchronous settings at uni- versity level. Asynchronous TEF was provided as Word comments and track changes on draft papers while synchronous TEF was offered mainly using text chats. The study followed a corpus based mixed-method approach, comple- menting quantitative data with qualitative sur- vey and interview data on learner and teacher perceptions of TEF. In the analysis authors also discuss the link between the use and value of TEF in relation to teachers’ L2 writing pedago- gy. Results show that the combination of syn- chronous and asynchronous TEF has a positive impact on teachers and students’ perceptions and can support second language acquisition writing.
|Numero di pagine||1|
|Rivista||L'ANALISI LINGUISTICA E LETTERARIA|
|Stato di pubblicazione||Pubblicato - 2019|
- Corrective Feedback
- English as Foreign Language
- English as Second Language