Mojde Suzani - University of Zanjan, Iran
Seyed Hesamuddin Aliasin - University of Zanjan, Iran

The present study sought to investigate the effect of using THE IWB-mediated corrective feedback versus conventional corrective feedback on Iranian EFL learners’ L2 vocabulary learning and to find out whether THE IWBmediatedcorrective feedback better assists the learners in improving their L2 vocabulary learning. To this end, asample of 80 lower-intermediate EFL learners were selected based on their scores on the Oxford Placement Test andthen randomly assigned to two experimental groups and one control group. The first experimental group (n = 30) were taught the target vocabulary items while receiving Interactive Whiteboard (THE IWB-mediated) corrective feedback, and the second experimental group (n = 25) were taught the target vocabulary items while receiving the conventionalcorrective feedback; the control group were taught the target words while receiving no feedback of either kind. Havingapplied treatment and administered the posttests, the researchers used One-way ANOVA to explore any differencesafter treatment. The results indicated that conventional corrective feedback was slightly effective in the learning of the target words by the participants. THE IWB-mediated corrective feedback, however, proved to be significantly effective in this regard. The findings of the study can be said to provide innovative insights in the area of CALL and new techniques in L2 pedagogy

The IWB, Corrective Feedback, The IWB-mediated corrective feedback, Vocabulary learning