EFL Learners' Negotiation on Form During Synchronous Computer-Mediated Communication: The Role of Corrective Feedback in EFL Learners' Uptake.
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| Title: | EFL Learners' Negotiation on Form During Synchronous Computer-Mediated Communication: The Role of Corrective Feedback in EFL Learners' Uptake. |
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| Authors: | Al-wossabi, Sami Ali Nasr1 |
| Source: | Theory & Practice in Language Studies (TPLS). Apr2026, Vol. 16 Issue 4, p1175-1186. 12p. |
| Subject Terms: | *Interlanguage (Language learning), *Computer assisted instruction, *Psychological feedback, *Limited English-proficient students, Social interaction, Saudi Arabians, Telematics |
| Abstract: | The use of computer-mediated communication (CMC) in language learning, in a variety of forms, has expanded rapidly since the 1990s. It is well documented that computer-mediated communication (CMC) can create a positive learning environment in which learners engage in authentic communication and negotiate for meaning. However, limited research has examined how synchronous CMC (SCMC) helps EFL learners negotiate on form and how this interaction may impact learner uptake. This study addresses this gap by investigating 1) the extent to which EFL Saudi learners negotiate on form in an SCMC environment and 2) whether peer corrective feedback (CF) during SCMC leads to immediate uptake. Twenty EFL Saudi learners were divided into two dyads and asked to perform decision-making tasks in an SCMC setting. Participants were randomly assigned to either a "no negotiation on form" condition (peer interaction only) or a "negotiation on form" condition (peer CF interaction). The findings revealed that negotiation on form, prompted by peer CF, resulted in significantly higher instances of corrective feedback and immediate uptake compared to the "no negotiation on form" condition. The study concludes with practical implications for using SCMC to enhance EFL learners' linguistic accuracy and offers recommendations for future research to optimize corrective feedback strategies in digital language-learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192950908 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: EFL Learners' Negotiation on Form During Synchronous Computer-Mediated Communication: The Role of Corrective Feedback in EFL Learners' Uptake. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Al-wossabi%2C+Sami+Ali+Nasr%22">Al-wossabi, Sami Ali Nasr</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+%26+Practice+in+Language+Studies+%28TPLS%29%22">Theory & Practice in Language Studies (TPLS)</searchLink>. Apr2026, Vol. 16 Issue 4, p1175-1186. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interlanguage+%28Language+learning%29%22">Interlanguage (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabians%22">Saudi Arabians</searchLink><br /><searchLink fieldCode="DE" term="%22Telematics%22">Telematics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The use of computer-mediated communication (CMC) in language learning, in a variety of forms, has expanded rapidly since the 1990s. It is well documented that computer-mediated communication (CMC) can create a positive learning environment in which learners engage in authentic communication and negotiate for meaning. However, limited research has examined how synchronous CMC (SCMC) helps EFL learners negotiate on form and how this interaction may impact learner uptake. This study addresses this gap by investigating 1) the extent to which EFL Saudi learners negotiate on form in an SCMC environment and 2) whether peer corrective feedback (CF) during SCMC leads to immediate uptake. Twenty EFL Saudi learners were divided into two dyads and asked to perform decision-making tasks in an SCMC setting. Participants were randomly assigned to either a "no negotiation on form" condition (peer interaction only) or a "negotiation on form" condition (peer CF interaction). The findings revealed that negotiation on form, prompted by peer CF, resulted in significantly higher instances of corrective feedback and immediate uptake compared to the "no negotiation on form" condition. The study concludes with practical implications for using SCMC to enhance EFL learners' linguistic accuracy and offers recommendations for future research to optimize corrective feedback strategies in digital language-learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/tpls.1604.13 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1175 Subjects: – SubjectFull: Interlanguage (Language learning) Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Saudi Arabians Type: general – SubjectFull: Telematics Type: general Titles: – TitleFull: EFL Learners' Negotiation on Form During Synchronous Computer-Mediated Communication: The Role of Corrective Feedback in EFL Learners' Uptake. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Al-wossabi, Sami Ali Nasr IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17992591 Numbering: – Type: volume Value: 16 – Type: issue Value: 4 Titles: – TitleFull: Theory & Practice in Language Studies (TPLS) Type: main |
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