Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
The purpose of this study is to investigate the effects of asynchronous computer-mediated versus conventional corrective feedback on learners' writing accuracy. Three groups of learners took part in the study: asynchronous feedback group, conventional feedback group, and a control group. Asynchronous feedback group students received explicit feedback on the targeted structure via e-mail, while conventional feedback group received explicit feedback on the targeted structure in printed copies, using red pen. Students of the control group received no feedback. Results indicated that asynchronous feedback group outperformed those of conventional and the control groups, and the post-test scores of the control and the conventional feedback groups were not significantly different.