Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy

This research aims to assess the efficacy of electronic feedback (e-feedback) and traditional oral on undergraduate students’ English writing over 12 weeks teaching. Three treatment groups were involved: Asynchronous written e-feedback through Microsoft Word Track Changes; teacher–student metalinguistic conferencing; no control group. Two grammatical features (i.e., conjunctions articles), most problematic forms, targeted determine effect these features. One-way ANOVA test resulted reveal that feedback-receiving group performed better than those given at all. Furthermore, students who received much in improving errors feedback. The study suggests train learners teachers toward for learning language.