ABSTRACT
This chapter contributes to our understanding of the potential of task repetition in academic writing aided with electronic written corrective feedback. The participants of this study were 55 English for academic purposes (EAP) learners in a higher education college in Iran. Participants received synchronous or asynchronous feedback after their first argumentative writing task performance followed by two repetitions of the same task type. The analysis of learners’ pre- and post-test performances revealed that both groups enhanced written accuracy in the immediate post-test and improved their argumentative structure over time. However, only the synchronous condition, facilitated by digital means, led to long-term effectiveness in terms of both writing accuracy and complexity, and fluency remained unchanged over time in both groups. The research presented in this chapter offers new insights into how the appropriation of synchronous and asynchronous written corrective feedback differentially impacts task repetition effects on writing development.
