خلاصه ماشینی:
"Along these contradictory ideas, various types of feedback have been incorporated in language classes - especially when it comes to the writing skill- such as direct, indirect (Bitchener, 2008; Chandler, 2003; Ferris, 1999, 2002, 2003; Ferris & Roberts, 2001; Lalande, 1982), immediate and delayed (Anderson, Corbett, Koedinger, & Pelletier, 1995; Bangert-Drowns, Kulik, Kulik, & Morgan, 1991; Brosvic & Cohen, 1988; Clariana, 1999, 2000; Kulhavy & Anderson, 1972; Kulik & Kulik, 1988; Phye & Baller, 1970; Pressey, 1926).
Subsequently, in a similar study, in which they had 30 participants, González- Bueno and Perez (2000) reported that the email-writing group could just outperform the paper-and-pencil-based dialogue journal group in terms of quantity of language but not in lexical and grammatical accuracy.
The codes were given through the highlighting device on the email page: 1) Vocabulary choice: blue 2) Grammar: green 3) Punctuation: pink 4) Spelling: yellow After receiving the feedback, the participants were expected to send an improved version of their paragraph to the teacher immediately.
Conclusion The findings of the present study suggest that providing the immediate type of feedback through emails is likely to improve the overall performance of the participants along with varying degrees of effectiveness in different aspects of their writing.
Considering the implications of the present study, language teachers can provide any type of feedback on their students' writing out of the classroom and allocate the precious class time to other aspects of language learning (Belisle, 1996) that cannot be taught or reinforced by computers or the mailing system."