#Cma comprehensive meta analysis software#

( 2011) investigated the effects of various types of feedback on the quality of studentsвЂ™ writing, examining 23 studies involving both written and oral feedback. A number of meta-analyses about the effect of feedback on L2 writing have been conducted, particularly related to corrective feedback (Biber et al., 2011 Chen & Renandya, 2020 Huisman et al., 2019 Kang & Han, 2015). Meta-analyses have become increasingly popular in the field of second language (L2) writing, since these quantitative approaches to averaging effect sizes across studies can be systematic and replicable, with additional strengths such as increased statistical power, moderator analyses, etc. Therefore, a comprehensive research synthesis will be conducted with the meta-analysis, one of the most effective tools for research synthesis (Li, 2010), to explore the effectiveness of feedback in online ESL/EFL writing courses on fostering learnersвЂ™ writing quality. Writing quality in this paper is operationalised as the performance of learnersвЂ™ writing product in terms of complexity, accuracy, fluency, content, organization, and proper use of linguistic and textual parts of the language, etc. However, a quantitative synthesis with an accurate and holistic view across studies is needed to further examine the impact of online feedback from different sources, such as teachers, peers, and automated feedback, and to investigate how this feedback improves studentsвЂ™ writing quality as an essential part of teaching activities.

Some empirical studies (e.g., Guasch et al., 2013 Latifi et al., 2019 Link et al., 2020 Noroozi & Hatami, 2019) have investigated the impact of online feedback on ESL/EFL writing, which generally reflect that online feedback contributes to the development of ESL/EFL writing and provides better pedagogical meaning for ESL/EFL teachers or learners.

#Cma comprehensive meta analysis software#

Accordingly, online feedback on ESL/EFL writing refers to the judgment of text provided by teachers, students, or automated software through online means, which reflects concern for learnersвЂ™ writing (Hyland & Hyland, 2019). Online feedback in teaching contexts can be defined as the post-response information provided through online means, вЂњwhich informs the learners on their actual states of learning and/or performanceвЂќ (Narciss, 2008, p. Such studies will provide useful information for teachers to devise or improve their feedback techniques, which can contribute to enhancing the learning potential of written feedback in online teaching contexts.

It is therefore timely to evaluate the effectiveness of online feedback on studentsвЂ™ ESL/EFL writing. Since the outbreak of COVID-19 and its spread across the world, instructional activities in universities have been severely disrupted and online teaching has become a substitute for traditional face-to-face classroom teaching. However, in recent years, online writing classes have started to play an important role in improving studentsвЂ™ writing skills and developing a sense of autonomy (Kourbani, 2017). Previous research on written feedback has focused more on face-to-face classroom instruction than on online instruction. It remains a core feature of the writing classroom, since constructive feedback can raise studentsвЂ™ awareness, improve their texts, and help them learn to use the language effectively (Hyland & Hyland, 2019). Overall, the findings contribute to a better understanding of the impact of online feedback on ESL/EFL writing and provide insights into online ESL/EFL writing instruction.ДЇeedback is frequently implemented in writing tasks in English as a second/foreign language (ESL/EFL) writing courses across the world. It was also found that educational levels and task genre mitigate the impact of online feedback on writing quality. Online feedback from teachers/instructors produces a larger effect size ( gвЂ‰=вЂ‰2.248) than online peer feedback ( gвЂ‰=вЂ‰0.777) and online automated feedback ( gвЂ‰=вЂ‰0.696). The studies involved 1568 students, and the results indicate a HedgesвЂ™ g effect size of 0.753 for the effectiveness of written feedback in general.

After careful screening and the application of inclusion and exclusion criteria, this study synthesizes the results of 17 primary studies reporting on studentsвЂ™ English SL/FL writing quality after online feedback. This meta-analysis investigates the effectiveness of online feedback in SL/FL writing. Online feedback is frequently implemented during second/foreign language (SL/FL) writing tasks and assessments.