ABSTRACT
Numerous studies and meta-analyses have demonstrated benefits of interactional feedback for second language development. By providing negotiation and feedback opportunities, acquisition is supported through "the connection of input, internal learner capacities, particularly selective attention, and output in productive ways". There is now a growing body of research examining interaction within the context of synchronous computer-mediated communication (SCMC), which also suggests positive benefits for interaction within technology-supported environments. This chapter provides a comprehensive review of interactional feedback and technology research from the past few decades to aid the reader in understanding its development and status quo. As the use of technology in the classroom continues to grow, methodologically sound, well-grounded, relevant research can be used to responsibly inform educational practices. Perhaps most relevant for the classroom, empirical findings suggest that overall, teachers should not be concerned about negative effects in terms of how interactional feedback is experienced during the processes of SCMC.
