Which of the following should not be included when discussing modes of computer mediated communication ATI?

After more than two decades of research on corrective feedback (CF) that resulted in a better understanding of its effectiveness in language classrooms, CF continues to attract researchers' attention. Despite a rich body of research that currently exists with regard to the importance and effectiveness of CF in language classrooms, there are still some issues that merit attention for pushing this line of research forward and towards more promising findings. One issue that particularly deserves further attention is the implementation of technology-based CF in language classrooms given the increasing role that technology plays in today's education and language teaching as well. Computer-mediated CF as a form of technology-based CF differs from conventional face-to-face CF in several ways. For example, while oral feedback is spontaneous and is provided right after an error occurs, technology-based CF can be provided during synchronous communication or it can be asynchronous (i.e., provided at a later time after an error occurs). Moreover, computer-mediated CF can be provided without the constraints of time and geographical location which can be helpful and beneficial for specific instructional settings and goals such as distance education. Asynchronous computer-mediated CF also provides learners with further time to think and reflect on their errors.

In general, the modality of computer-mediated CF can be text-based, audio-based and video-based and each of these three modes of computer-mediated CF can be provided during synchronous and asynchronous communication. Although several studies have investigated the effects of text-based computer-mediated CF on L2 development (e.g., Gurzynski-Weiss & Baralt, 2015; Sauro, 2009; Shintani, 2016; Shintani & Aubrey, 2016; Yilmaz, 2012), little is known about the impacts of other modes of computer-mediated CF such as asynchronous audio-based CF on L2 development. Moreover, to the best of the researcher's knowledge, no study has compared the effects of computer-mediated text-based and audio-based CF on L2 development. This comparison is important because learners may differentially benefit from text-based and audio-based feedback depending on their individual differences including learning style preferences. Furthermore, each of these two types of CF can provide specific and additional cues that assist L2 development in different ways. For example, the use of tonal language by audio-based CF and presenting typographical information through text-based CF can trigger L2 development in different ways.

In fact, although there is empirical evidence that asynchronous audio-based and text-based interaction have different instructional values (e.g., Hew & Cheung, 2012; Ice, Curtis, Phillips, & Wells, 2007), regarding L2 learning and in particular CF, little is known about whether asynchronous audio-based and text-based CF equally or differently affect L2 learning. Therefore, the aim of the present study is two-fold. First, it intends to examine and compare the effects of computer-mediated asynchronous text-based and audio-based CF on L2 development. Second, as previous research indicated that learners with different perceptual styles may benefit differentially from different modes of instruction (e. g., Slack & Norwich, 2007; Tight, 2010; Thomson, Watt, & Liukkonen, 2015), the current study also aims to see if matching learners' perceptual style (i.e., auditory vs. read/write) with computer-mediated CF modes (i.e., text-based vs. audio-based) would further enhance the effectiveness of computer-mediated CF for L2 development in terms of more accurate use of English articles.

CF and L2 development

One important topic that attracted L2 acquisition researchers over the last three decades is CF. Lyster and Ranta (1997) identified six types of oral CF including recasts, repetitions, elicitations, metalinguistic feedback, clarification requests and explicit correction. Researchers allocate the effectiveness of CF for L2 development to different issues. One important framework which is often referred to in considering the effectiveness of CF is the noticing hypothesis (Schmidt, 2001).

Design

An experimental design was employed for the present study. First, the participants were assigned to two groups of auditory and read/write styles based on their answers to a learning style inventory (Fleming & Mills, 1992). Then, each style condition was randomly subdivided into three CF conditions namely, text-based feedback, audio-based feedback and no feedback. Table 1 indicates the different conditions formed for the present study.

At the beginning of the study, a pre-test was administered to

Results

Table 4, Table 5 display descriptive statistics for the pre-test, post-test and delayed post-test regarding the two CF conditions as well as the control group for the oral production and the writing tasks. As the two tables show, learners in the computer-mediated CF conditions outscored the control condition for both tests and this is true for both post-test and delayed post-test. One-way ANOVA on the learners' scores in the pre-test indicated no statistical difference among the groups for the

Discussion

The present study is an attempt to examine the effects of two forms of computer-mediated CF along with the possible moderating effects of learners' perceptual style preferences on promoting L2 learners' accuracy in using English definite and indefinite articles. The results show that both types of computer-mediated CF, namely text-based and audio-based CF are effective for promoting L2 learners' knowledge of the target forms. Moreover, the results indicate that audio-based CF is more effective

Conclusion

In sum, the present study indicates that computer-mediated audio-based CF is more effective than text-based CF for L2 development. At the same time, the results indicate a significant interaction between CF and learners' perceptual style. One implication of the present study is that teachers use asynchronous audio-based CF in addition to text-based CF to address L2 learners' errors. It is recommended that language teachers provide asynchronous audio-based and text-based CF on learners' out of

Acknowledgements

This research was funded by Islamic Azad University, Shiraz Branch. I am grateful to the editors and the anonymous reviewers whose constructive and valuable feedback greatly improved the quality of this paper.

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