期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2016
卷号：5
期号：2
出版社：Brahmaputra Publishing House
摘要：Providing feedback on students' errors by means of computers and especially throughthe Internet has drawn a lot of attention in recent years. Therefore, the present study was anattempt to investigate the effects of asynchronous computer-mediated versus conventionalcorrective feedback on the accuracy of using prepositions in the writings of 54 pre-intermediatestudents. Three groups of learners took part in the study: asynchronous feedback group,conventional feedback group, and a control group. Asynchronous feedback group studentsreceived explicit feedback on the targeted structure via e-mail, while conventional feedbackgroup received explicit feedback on the targeted structure in printed copies, using red pen.Students of the control group received no feedback. Results indicated that asynchronousfeedback group outperformed those of conventional and the control groups, and the post-testscores of the control and the conventional feedback groups were not significantly different.
