Feedback on the go: WhatsApp and grammar learning in EFL contexts

Abstract

Feedback provision has proved to be essential to master grammatical knowledge in the second language (L2) (Valezy & Spada, 2006). In addition, more explicit feedback types seem to warrant higher indices of grammar learning, as opposed to more implicit feedback (Ellis et al., 2006). Similarly, WhatsApp, as a mobile instant messaging (MIM) application, has recently been regarded as an effective tool to be used in the L2 classroom to give feedback (Andria, 2025; Andujar, 2022). However, research on feedback provision through MIM platforms remains scarce. Therefore, this paper aims to fill this gap by examining to what extent five feedback types were useful for learning three grammatical structures practiced in an MIM context.