The Effect of Computer-Mediated Corrective Feedback on EFL Writing Skill Achievement and Attitude

The present study investigated the effect of Computer-Assisted Language Learning (CALL) on Iranian EFL writing ability on the one hand and studied the participants’ attitudes toward integrating CALL into their curriculum on the other hand. Advanced learners from Iran Language Institute (Tehran, Iran) were selected based on a non-random convenient sampling method. Then, the researchers measured the participants’ English writing skill by administering a researcher-made writing pre-test in which the students were required to write an opinion essay. Having made sure the students were at the same proficiency level regarding their writing ability, the teacher gave instructions on how to use Virtual Tutor and Grammarly applications to practice writing opinion essays. After 15 sessions of instruction, a writing post-test was administered and finally, the data were analyzed using paired and independent samples t-tests. The obtained results indicated a significant difference between the pre-tests and post-tests. The findings showed that learners’ writing skill improved compared to their pre-tests. Moreover, the results of descriptions and t-tests of the attitude questionnaire suggested that students believed they were learning more effectively, which helped them boost their motivation in the long run. The present study confirms the advantage of using technology in the language classroom which by itself implies that instructors and material developers should integrate technology into the language learning process.