Effects of Interpersonal Written Feedback on the Writing Achievement of ESL Learners in Online and Distance Mode

Abstract

This study investigates the use of interpersonal written feedback in an ESL classroom in an online and distance learning (ODL) mode. This study aims to examine the effects of feedback. Interpersonal written feedback is a contentious and complex task that has long piqued the interest of scholars and educators. This paper discusses the effects of interpersonal written feedback on the writing achievement of ESL learners in online and distance learning modes. A quasi-experimental design was employed involving ESL learners enrolled in different online courses. Data were collected from 30 students in the ODL mode from different institutes of distance education in Aligarh. The data were analysed using descriptive and inferential statistics. The participants reported positive perceptions of the clarity of interpersonal feedback in the online environment because they could review the written feedback repeatedly. They could go back to the feedback written by their teachers and evaluators. Future research should focus on maximising the potential of interpersonal written feedback and on contextual variables in feedback, while also shedding light on how teachers can best deliver feedback in ODL modes to suit learners at different levels.