Mixed or Matched Feedback in learning General English : An Analysis of Mobile-Learning

Reading is an important skill in teaching and learning the second language (L2) given the fact that it plays a significant role in learning other skills and sub-skills. The main purpose of this blended learning study was to study to what extent feedback type can produce differences in college students reading comprehension. This study wasconducted in two contexts, indoors (conventionally) and outdoors (via m-learning enhanced). The first, researcher as a teacher investigated the effects of the two types of feedback _namely mixed feedback and Match feedback _ on reading comprehension skills among 30 available students in Qur an Esfahan University. In outdoors, the available students were randomly divided into two groups, Matched group who received confirmatory feedback from their teacher in private page via Telegram app, and a mixed group who received peer corrective feedback in an online group via Telegram app. The analysis of the results showed that the students in both groups improved in using new vocabularies and also in using grammar points in their text summaries while the students in the mixed group improved in delivering the main idea in their text summaries. Along the same line, the analysis showed that peer feedback is more useful in teaching and learning reading comprehension skills when conducted in a blended method. The conclusion is that feedback via mobile learning can make learners conceptualize the class as designated therein.

Keywords:

Blended Learning , Reading Comprehension , Feedback (confirmatory feedback &peer feedback) and Mobile -Learning