Computer-Mediated Feedback in Writing Skill: An Insight into the Attitudes of English Language Teachers

Hanife Salbaş*, Emrah Ekmekçi**
*-** Ondokuz May?s University, Samsun, Turkey.
Periodicity:October - December'2022
DOI : https://doi.org/10.26634/jelt.12.4.18931

Abstract

Computer-Assisted Language Learning (CALL) has evolved into an integral part of today's classrooms as a direct result of technological advancements. One of the most remarkable outcomes of CALL is the widespread use of Computer- Mediated Feedback (CMF) in classrooms. Notwithstanding that the previous studies have offered an insight into CMF, it has been noticed that the role of teachers in its implementation has received very little attention in the literature. However, the attitudes of teachers have a key role in determining the efficacy of the materials, techniques, and processes that are integrated into instruction. In view of the aforementioned, in this mixed-method research study including 48 participants, the attitudes of English as a Foreign Language (EFL) teacher toward CMF are examined, and the underlying factors are identified. The correlation between academic theory and practise is also analyzed. The findings of this research, which were obtained via Statistical Packages for the Social Sciences (SPSS) Version 26.0 and NVivo, have revealed that the vast majority of teachers have favourable attitudes toward CMF. However, traditional feedback is prioritised over CMF for a variety of reasons. This suggests that the attitudes espoused by teachers are not consistent with their teaching practicum experiences.

Keywords

Computer-Assisted Language Learning (CALL), Computer-Mediated Feedback (CMF), Feedback, Teachers' Attitudes, Writing Skill.

How to Cite this Article?

Salbaş, H., and Ekmekçi, E. (2022). Computer-Mediated Feedback in Writing Skill: An Insight into the Attitudes of English Language Teachers. i-manager’s Journal on English Language Teaching, 12(4), 69-81. https://doi.org/10.26634/jelt.12.4.18931

References

[1]. Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
[2]. Althoubiti, N. (2021). A comparative study between the conventional feedback on EFL academic writing and the computer-mediated feedback among saudi teachers and university students. Critical Studies in Languages and Literature, 48-67. https://doi.org/10.5455/CSLL.1547925750
[3]. Anderson, R. C., & Kulhavy, R. W. (1972). Learning concepts from definitions. American Educational Research Journal, 9(3), 385-390. https://doi.org/10.3102/00028312009003385
[4]. Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
[5]. Bahari, A. (2021). Computer mediated feedback for L2 learners: Challenges versus affordances. Journal of Computer Assisted Learning, 37(1), 24-38. https://doi.org/10.1111/jcal.12481
[6]. Bationo, B. D. (1992). The effects of three feedback forms on learning through a computer-based tutorial. Calico Journal, 10(1), 45-52.
[7]. Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395-414. https://doi.org/10.1016/S0360-1315(02)00075-1
[8]. Beuningen, C. V. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27. https://doi.org/10.6018/ijes/2010/2/119171
[9]. Brickner, D. L. (n.d.). The Effects of First and Second- Order Barriers to Change on the Degree and Nature of Computer Usage of Mathematics Teachers: A Case Study. Retrieved from https://docs.lib.purdue.edu/dissertations/AAI9540219/
[10]. Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158. https://doi.org/10.1016/j.compedu.2012.06.008
[11]. Chaqmaqchee, Z. A. (2015). Teacher's attitude into different approach to providing feedback to students in higher education. Journal of Education and Practice, 6(2), 150-162.
[12]. Christensen, L., & Johnson, B. (2008). Education Research: Quantitative, Qualitative, and Mixed Approach. Sage, New York.
[13]. Christensen, R. W., & Knezek, G. A. (2009). Construct validity for the teachers' attitudes toward computers questionnaire. Journal of Computing in Teacher Education, 25(4), 143-155. https://doi.org/10.1080/10402454.2009.10784623
[14]. Creswell, J. W. (1999). Mixed-method research: Introduction and application. In Handbook of Educational Policy (pp. 455-472). Academic press. https://doi.org/10.1016/B978-012174698-8/50045-X
[15]. Dempsey, J. V., & Wager, S. U. (1988). A taxonomy for the timing of feedback in computer-based instruction. Educational Technology, 28(10), 20-25.
[16]. Dempsey, J. V., Litchfield, B. C., & Driscoll, M. P. (1993). Feedback, retention, discrimination error, and feedback study time. Journal of Research on Computing in Education, 25(3), 303-326. https://doi.org/10.1080/08886504.1993.10782053
[17]. Ekmekçi, E. (2016). Integrating edmodo into foreign language classes as an assessment tool. Participatory Educational Research, 3(4), 1-11. https://doi.org/10.17275/per.16.spi.1.1
[18]. Epstein, J. I. (1997). The Effects of Different Types of Feedback on Learning Verbal Reasoning in Computer- Based Instruction (Doctoral Dissertation, Hofstra University).
[19]. Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72. https://doi.org/10.1080/08886504.1999.10782269
[20]. Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (And what do we do in the meantime…?). Journal of Second Language Writing, 13(1), 49-62. https://doi.org/10.1016/j.jslw.2004.04.005
[21]. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education, 7, (pp. 429). McGraw-hill, New York.
[22]. Gabrielatos, C. (2002). EFL writing: Product and process. ERIC: ED476839, 1-12.
[23]. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
[24]. Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.1016/S1060-3743(02)00124-8
[25]. Indrawati, F. D. (2008). Advantages and Disadvantages Call (Computer Assisted Language Learning). Retrieved from https://efidrew.wordpress.com/2008/08/01/assignment-4-article-on-call/
[26]. Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta analysis. The Modern Language Journal, 99(1), 1-18. https://doi.org/10.1111/modl.12189
[27]. Kim,V. (2018). Technology-enhanced feedback on student writing in the english-medium ınstruction classroom. English Teaching, 73(4), 29-53. https://doi.org/10.15858/engtea.73.4.201812.29
[28]. Kleij, F. M. V., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students' learning outcomes: A metaanalysis. Review of Educational Research, 85(4), 475-511. https://doi.org/10.3102/0034654314564881
[29]. Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(2), 211-232. https://doi.org/10.3102/00346543047002211
[30]. Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279-308. https://doi.org/10.1007/BF01320096
[31]. Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56(3), 389-420. https://doi.org/10.3138/cmlr.56.3.389
[32]. Lee, I. (2017). Technology in classroom L2 writing assessment and feedback. In Classroom Writing Assessment and Feedback in L2 School Contexts (pp. 123-146). Springer, Singapore. https://doi.org/10.1007/978-981-10-3924-9_9
[33]. Lee, I. (2019). Teachers' frequently asked questions about focused written corrective feedback. TESOL Journal, 10(3), e00427. https://doi.org/10.1002/tesj.427
[34]. Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. The Annals of Mathematical Statistics, 18(1), 50-60. https://doi.org/10.1214/aoms/1177730491
[35]. Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. Research in the Schools, 13(1), 48-63.
[36]. Pyke, J. G. (2007). Types and Frequencies of İnstructor-Student Feedback in an Online Distance Learning Environment (Doctoral Dissertation, Indiana University).
[37]. Robert L. T., & Elizabeth, H. (1955). Measurement and Evaluation in Psychology and Education. John Wiley and Sons, New York. https://doi.org/10.1002/sce.3730410374
[38]. Roper, W. J. (1977). Feedback in computer assisted instruction. Programmed Learning and Educational Technology, 14(1), 43-49. https://doi.org/10.1080/1355800770140107
[39]. Sadeghi, B., Rahmany, R., & Doosti, E. (2014). L2 teachers' reasons and perceptions for using or not using computer mediated communication tools in their classroom. Journal of Language Teaching and Research, 5(3), 663-673. https://doi.org/10.4304/jltr.5.3.663-673
[40]. Sarré, C., Grosbois, M., & Brudermann, C. (2021). Fostering accuracy in L2 writing: Impact of different types of corrective feedback in an experimental blended learning EFL course. Computer Assisted Language Learning, 34(5-6), 707-729. https://doi.org/10.1080/09588221.2019.1635164
[41]. Shintani, N., & Aubrey, S. (2016). The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer mediated environment. The Modern Language Journal, 100(1), 296-319. https://doi.org/10. 1111/modl.12317
[42]. Shute, V. J. (2007). Focus on formative feedback. ETS Research Report Series, 2007(1), 1-47. https://doi.org/10.1002/j.2333-8504.2007.tb02053.x
[43]. Stapleton, P., & Radia, P. (2010). Tech-era L2 writing: Towards a new kind of process. ELT Journal, 64(2), 175-183. https://doi.org/10.1093/elt/ccp038
[44]. Stenzel Jr, L. G. (1982). Teacher Attitudes Toward Computer Literacy. (Doctoral Dissertation, Louisiana State University and Agricultural & Mechanical College).
[45]. Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 24(4), 491-501. https://doi.org/10.1016/S0346-251X(96)00044-9
[46]. Tribble, C. (1996). Writing. Oxford University Press, Oxford.
[47]. Udeshinee, W. P., Knutsson, O., & Männikkö-Barbutiu, S. (2019). Complexity and potential of synchronous computer mediated corrective feedback: a study from Sri Lanka. Call and Complexity, 367-372. https://doi.org/10.14705/rpnet.2019.38.1038
[48]. Wilcoxon, F. (1945). Some uses of statistics in plant pathology. Biometrics Bulletin, 1(4), 41-45. https://doi.org/10.2307/3002011
[49]. Zhang, W. (2021). The efficacy of computermediated feedback in ımproving L2 speaking: A systematic review. Theory and Practice in Language Studies, 11(12), 1590-1601. https://doi.org/10.17507/tpls.1112.11
[50]. Zhang, W., & Creswell, J. (2013). The use of “mixing” procedure of mixed methods in health services research. Medical Care, 51(8), e51-e57. https://doi.org/10.1097/MLR.0b013e31824642fd
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.