EFL Teachers’ Two-Folded Repertoire in Providing Computer-Mediated Corrective Feedback: A Perspective-based Approach from the Heart of Online Classrooms


Corrective feedback, computer-mediated corrective feedback, online courses, teachers’ perceptions


Corrective Feedback (CF) as a dominant pedagogical approach has attracted the language and educational researchers in EFL context. With the spread of the COVID-19 virus which has led to widespread lockdowns, there has been a dire need for online classes and proficient online EFL teachers. To this end, a multi-layer analysis of Iranian EFL teachers’ instructional skills and technology-driven knowledge in providing computer-mediated feedback in online classes was set to ascertain their required skills and knowledge. Following a qualitative approach, 25 teachers were invited to fill out an open-ended questionnaire, and 15 experienced teachers were asked to describe their online teaching experiences in a semi-structured online interview. After aggregating the whole data through thematic and content analysis, and descriptive analysis by means of MAXQDA, the outcome of the study yielded that in the majority of cases, the participants had approximately the same views; they all agreed that CF, amalgamated with technology would have profound effects on the learning/teaching process, and only in some minor cases regarding the specific techniques and strategies of applying corrective feedback, they had various or opposing views. Hence, the results would raise the EFL teachers’ awareness of how to provide computer-mediated corrective feedback in online classrooms.


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