Abstract:

Writing as a productive skill in EFL classes is outstandingly significant. In writing classes there needs to be an efficient relationship between the teacher and students. The teacher as the only audience in many writing classes responds to students’ writing and provides feedback. Feedback has been found to be effective in ELT writing classes (Chastain,1988; Celce-Murcia, 2001; Ferris, 2003; Hyland & Hyland, 2006), however, the type of feedback, how it is delivered and when it is delivered is a controversial topic among scholars (Celce-Murcia, 2001; Ferris, 2003; Hyland & Hyland, 2006). In the early part of the 21st century the range of technologies available for use in classes has become very diverse and the ways they are being used in classrooms all over the world might affect the outcome we expect from our classes. As the present generations of students are using new technologies, the application of these recent technologies in classes might be useful. Using technology in writing classes provides opportunities for students to hand their written work to the teacher and receive feedback without the need for any face-to-face interaction. This present study investigated the effect of recast through Edmodo on EFL learners’ writing performance. A true experimental design was used in the study. The participants were 40 female advanced-level students attending advanced writing classes at Irana English Institute, Razan- Hamedan. The focus was on the composition writing ability. The students were randomly assigned to two groups, experimental and comparison. Edmodo was used to provide recast to the students in the experimental group. Mann-Whitney U test was used for data analysis; the results indicated that the use of Edmodo in providing recast was more effective on EFL learners’ writing performance participating in this study.

Keywords:

Writing Performance, Corrective Feedback, Recast, Edmodo.