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Computer‐mediated feedback for L2 learners: Challenges versus affordances
Author(s) -
Bahari Akbar
Publication year - 2021
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12481
Subject(s) - affordance , computer science , peer feedback , computer mediated communication , computer assisted instruction , language acquisition , mathematics education , multimedia , psychology , human–computer interaction , world wide web , the internet
This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer‐mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges and affordances of CMF to inform the computer‐assisted language learning practitioners. To this end, 97 peer‐reviewed articles published from 2012 to 2020 that discussed CMF with respect to receptive and productive language skills were systematically reviewed. The collected data were tabularized in terms of receptive and productive skills. To visualize the results, the obtained data were arranged in four hierarchical database formats with respect to four language skills. The implications of the study are twofold. Pedagogically, teachers are informed useful affordances that can be used to give feedback during teaching. Theoretically, researchers are informed about challenges that require further investigation.