Grammar comes, feedback goes: Exploring student perceptions of almost-immediate corrective feedback via WhatsApp

Abstract

Mobile-Assisted Language Learning (MALL), particularly through mobile instant messaging applications, has gained increasing prominence in recent years (Tragant et al., 2022). MALL provides opportunities to deliver personalized feedback almost immediately, an approach that has been shown to be effective in grammar learning (Murphy et al., 2023). While corrective feedback has been widely recognized as a crucial component in the development of grammatical competence (Vallezy & Spada, 2006), students’ perceptions of using MALL to receive such feedback remain underexplored in the research literature. Addressing this gap, the objective of the present was to investigate learners’ perceptions of using WhatsApp as a medium for receiving corrective feedback in the context of English grammar instruction.