The Impact of Teacher Online Synchronous and Asynchronous Corrective Feedback on EFL Learners' Writing Anxiety and Fluency

This study investigated quantitatively the impact of teacher online synchronous and asynchronous corrective feedback on EFL learners' writing anxiety and fluency. For this purpose, ۶۰ advanced EFL learners studying English at a private language institute were selected through convenience sampling and then divided randomly into two intact groups, each one consisting of ۳۰ participants. The two classes will be assigned into two groups namely, synchronous feedback group (SFG) and asynchronous feedback group (AFG). Both groups benefited from ۸ regular English class sessions of the institute, four hours per week. In both groups, the teacher taught the book Evolve۵; however, the focus of the study was merely on the writing section of the lessons. That is, the conditions for both groups were the same. The only difference between the two groups was that SFG benefited from electronic synchronous feedback, wherein AFG from electronic asynchronous feedback on sample writings submitted in each class session, in addition to the mainstream materials covered in the book. After completion of the treatment and collecting the necessary data, quantitative data analysis was performed though normality test, descriptive and inferential statistics respectively. The obtained results showed that online teachers' synchronous vs. asynchronous corrective feedback have a significant effect on advanced EFL learners’ writing fluency and anxiety. The findings of this study bear important implications and applications for all the stakeholders in the field.

کلیدواژه ها:

Synchronous Corrective Feedback ، Asynchronous Corrective Feedback ، Writing Anxiety ، Writing Fluency