Accuracy development in L2 writing Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

May 26, 2026

Upload by Himbo

This research article examines how computer-assisted unfocused indirect corrective feedback (CF) influences written accuracy development in an online EFL course for freshmen STEM learners. Building on earlier work, it tests a specific CF approach across multiple STEM cohorts (N=1,150) over five years (2014–2019), combining human tutor feedback delivered through predetermined metalinguistic comments with additional computer-mediated micro-tasks. Results indicate encouraging gains across error types and support a clearer view of how CF shapes learners’ revision processes and informs digital tool use in language education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

Introduction

Background and learning context

Prior research on corrective feedback strategies

FAQs

What specific corrective feedback strategy is investigated in this study?

The study investigates computer-assisted unfocused indirect corrective feedback, delivered through metalinguistic comments that address all error types, combined with computer-mediated micro-tasks.

Who participated in the online EFL course and over what time period?

The approach was tested with freshmen STEM learners across multiple cohorts (N=1,150) over five years, from 2014 to 2019.

What does the study claim about the effects of this CF strategy?

The findings show encouraging results for writing accuracy development, particularly regarding learners’ progress across different error types.

May 26, 2026

Upload by Himbo