Effect of Different Types of MALL-based Feedback on Elementary Adult Learners Learning of English Tenses

The current study was an attempt to investigate the role of online social network (SN) groups on elementary EFL learners’ grammar improvement. To this end, conducting a Nelson test as a proficiency test, 60 out of 90 Iranian EFL learners were selected and divided into three equal groups (N=20).The first group was instructed via online mobile-assisted peer-correction (Group 1as G1), the second group was taught through online mobile-assisted self-correction (Group 2 as G2), and the third group received online teacher correction (Group 3 as G3). The results were analyzed based on descriptive statistics, one-way ANOVA, and post hoc analysis. The findings revealed that using social network groups had significant role on improving students grammar, and the experimental group (G1) taught via online mobile assisted peer correction had a better performance in the grammar test compared to two other groups. The findings also indicated that the experimental group instructed via online mobile assisted self-correction (G2) outperformed their counterparts in the experimental group in which the teacher corrected the participants’ grammatical mistakes