Online Communication for Improving EFL Learners’ Spelling
Within a sociocultural and interactionist theoretical framework, this study set out to determine the effectiveness of collaborative dialogues and form-focused, corrective feedback in online communication in improving 27 EFL female learners’ spelling. According to a questionnaire results, those students preferred using the WhatsApp to engage in collaborative interaction outside the classroom. The present study adopted the quasi-experimental design in terms of using five experimental groups and one control group. For the direct impact of the improvement in spelling on writing, there was a need to find out the long-term effect of the programme on the writing of the study sample, which was assessed in their final achievement course test. It was concluded that collaborative dialogues and form-focused, corrective feedback in online communication was effective in improving EFL learners’ spelling.
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