An Investigation into the Use of Feedback in EdTech-enhanced L2 English Teaching and Learning Scenario

This pretest/posttest quasi experimental study investigates the use of corrective feedback (CF) type (i.e., confirmatory written) in educational technology-mediated context of teaching and learning L2 among intermediate EFL students. To that end, 30 male and female students with intermediate level of English language proficiency were randomly selected from an English Language Institute. Along these lines, the participants were randomly divided into two groups. To become aware of the participants level of self-confidence, a researcher-made Persian self-confidence questionnaire was distributed among the participants before and after conducting the study. Although the grammatical points were delivered to the participants via Telegram, their problems were addressed through Confirmatory CR (CCF), namely first group, or through Written CR (WCF), that is second group. The gathered data were analyzed both descriptively and inferentially through Independent samples t-test. The results revealed significant differences; that is, CCF group outperformed their WCF counterparts. This way, it can be claimed that CF type in the EdTecch-mediated context can lead to different learning outcomes. Accordingly, the results could have implications for conducting subsequent studies in the realm of teaching and learning L2 English skills and subskills.