Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing

While research on the impact of multimodal technology-mediated feedback on second language (L2) writing is expanding, many studies predominantly focus on overall writing performance. As such, there is a need to probe into the specific dimensions of L2 writing to achieve a more nuanced understanding of how this technology influences students' writing performance. Framed within the Enhanced Technology Acceptance Model (ETAM) and Sociocultural Theory, this study investigates the effects of multimodal technology-mediated feedback combined with peer feedback on the writing complexity, accuracy, and fluency (CAF) of 52 L2 writing college students through a quasi-experimental study. Using pretest and posttest in writing as well as interviews, the results indicate that the experimental group exhibited progress in certain complexity indices, particularly coordinate phrases per T-unit (CP/T) and coordinate phrases per clause (CP/C), while the control group advanced in all complexity indices except for specific measures. Accuracy, measured by the weighted clause ratio, showed a substantial upward trend favoring the experimental group. Furthermore, the experimental group consistently improved in fluency indices, while the control group experienced a decline in two of the three fluency indices. Interviews provided valuable insights into the impact of the intervention on CAF in the writing of the experimental group. Implications for L2 writing instruction, assessment, and future studies are discussed.