The effects of different types of computer-assisted corrective feedback on L2 pragmatics learnining

Despite the widely acknowledged and much-investigated impact of feedback on second language acquisition, surprisingly little is known about its role in the development of L2 pragmatics. This gap may stem from the limited focus on pragmatics in second language curricula, leading to inconclusive findings on the effects of various feedback types. Additionally, the role of technology in this area is understudied, despite evidence that computer-assisted language learning (CALL) feedback positively impacts language learning. The present study addressed these gaps by examining the effects of computer-assisted corrective feedback (CF) on L2 pragmatics learning in an EFL context. A quasi-experimental study was conducted with three PowerPoint-based corrective feedback groups, using pre- and post-testing. The feedback types included: (1) an affective component via video-based pedagogical agent (PA), (2) high-information feedback as text, and (3) a combination of text and PA videos. Statistical analysis revealed that the group receiving feedback with only the affective component made significant learning gains and outperformed the other groups. These findings support the argument that motivation, enhanced by interaction with the PA, can improve pragmatics learning performance. This highlights the potential of affective feedback components in facilitating L2 pragmatics acquisition.