Effects of Electronic Feedback on EFL Learners’ Second Language Writing

Abstract

In the era of technological globalization, educators are encouraged to incorporate online synchronous communication (e.g., chatting) and statistical approaches (e.g., error-identification automatic annotator) into the writing curriculum (Hosseini, 2012; Li, Link, & Hegelheimer, 2014). Electronic feedback is playing an increasingly vital part in modern writing instruction. It improves learners' revision and reduces teachers' workloads associated with error correction and delivering insightful comments. However, the deficiencies of e-feedback have been noted by both learner and instructor roles (Li, Link, & Hegelheimer, 2014). This paper is to review relevant studies on how electronic corrective feedback facilitates writing instruction in the classroom.