the effect of using computer-mediated corrective feedback on the 5th preparatory grade efl students’ writing skill and motivation in iraq


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This study aimed to investigate the effect of using computer-mediated corrective feedback on the fifth preparatory grade (EFL) learners’ writing performance and motivation in Iraq. The participants of the study consisted of 40 preparatory-level learners in Al Jihad Preparatory School for Boys, in Kirkuk Directorate of Education, during the second semester of the academic year 2018/2019. The participants of the study were divided into two sections; section A (20 students) was assigned as an experimental group. It was taught the material by using computer-mediated corrective feedback (track changes), Section B (20 students) was selected as a control group. It was taught by using regular instruction. A pre/post-test and a questionnaire were administrated to assess the effect of track changes on developing the participants’ writing and motivation. Students in both groups sat to a pre-test to find out their equivalence before starting the experiment in writing. After eight weeks, the same test was administered on both groups as a post-test to assess their development in writing. A questionnaire was administered to the experimental group to measure the students’ motivation toward using track changes. Relevant statistical analysis related to measure, means, standard deviation, T test, and One Way ANOVA were used. The findings of the study indicated that using track changes had a significant effect on developing students’ writing. The findings also indicated that it was clear that the difference was in favor of the experimental group. This might be due to the effect of using track changes. Accordingly, a set of recommendation were provided at the end of the study of encourage using track changes in teaching the writing skill in English. (Author’s abstract)