THE IMPACT OF COMPUTER ASSISTED EXPLICIT FEEDBACK ON NARRATIVE WRITING ABILITY OF INTERMEDIATE EFL LEARNERS

The present study investigated the possible impact of Computer assisted feedback on writing accuracy of Iranian intermediate foreign language learners, majoring English literature in Guilan and Chabahar University,IRAN. Oxford proficiency test and narrative writing pre-test were used to check the homogeneity and comparability of the participants. The most frequently occurred errors EFL learners’ writing pre-test were selected to be targeted in the study. Two groups were formed: Computer assisted explicit corrective feedback group (N=20), and control group (N=20). The treatment (explicit corrective feedback) in experimental group was conducted via email. Control group received no corrective feedback of any kind intentionally ,but they were also given some routine help to improve their writing. After the treatment, a post-test was administrated, and a series of statistics were used to analyse the data.Comparisons indicated that the p-value was 0.003 that was less than 0.05; thus it could be concluded that there was a significant difference between the control and experimental group at the end of the treatment. The finding implies that corrective feedback is effective in improving Iranian EFL learnersʹs narrative writing ability.