On the effectiveness of receiving teacher and peer feedback as a mediator on Iranian English as a Foreign Language learners’ writing skill: Mobile-mediated vs. direct instruction

Abstract

This study was an endeavor to explore the effect of receiving teacher and peer feedback on Iranian english as a foreign language (EFL)
learners’ writing skills via mobile texting. A placement test was administered to homogenize them, as a result, 62 of them were selected
and randomly assigned into equal groups of experimental and control (31 Ss in each). After that, a writing pretest was administered
to both groups at the beginning of the term to ensure they had the same language background. Then, the treatment started and the
experimental group received the required feedback from two sources, i.e., teacher and peers via mobile texting, while the control group
received instructions directly from their teacher. Data analysis revealed that the learners who received teachers’ and peers’ feedback via
mobile texting outperformed the ones who were instructed through the conventional method. The results also indicated no difference
between the performance of male and female learners.