Contributions of Mobile-Mediated Audio- vs. Text-Based Metalinguistic Corrective Feedback on L2 Writing Development: A Mixed-Methods Study

Document Type : Original Article

Authors

1 Department of English Language and Literature, University of Mazandaran, Babolsar, Iran

2 Department of English Language, Khazar Institute of Higher Education, Mahmoudabad, Iran

3 Department of English, University of Zabol, Zabol, Iran

Abstract

The current study scrutinizes the effects of mobile-mediated audio-based and text-based metalinguistic corrective feedback (MCF) on the development of unreal conditional by Iranian EFL learners via a pretest-posttest design. Furthermore, it explores the 5 learners' perceptions towards the efficacy of mobile-mediated audio-based and text-based MCF through semi-structured interviews. On this ground, 60 intermediate level Iranian EFL learners were assigned to two groups of audio-based and text-based. The participants in both groups completed various written production tasks during their 3 treatment sessions and were given either text-based or audio-based MCF for their errors, depending on their specific treatment condition. The implementation of these feedback types was monitored throughout the study period to ensure consistency and adherence to the research protocols. The statistical test using ANCOVA was conducted to measure the comparative effectiveness of both feedback types. The results suggest that second language (L2) writing development can be achieved through both text-based and audio-based MCF, but the latter is more effective. The results of content analysis showed that students who received audio-based feedback had better perception and found it more beneficial in improving L2 writing development compared to those who received text-based feedback. These findings have implications for language teaching methodology and the integration of mobile technology in language learning environments.

Keywords

Interdisciplinary Studies in English Language Teaching
Volume 02, Issue 2
2024
Pages 128-149

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History

  • Receive Date: 11 September 2024
  • Revise Date: 25 October 2024
  • Accept Date: 01 November 2024
  • First Publish Date: 03 November 2024
  • Publish Date: 03 November 2024

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