EFL Teachers’ Perceptions of the Implementation of a Newly Designed Messenger Bot to Provide Written Corrective Feedback

Abstract

A phenomenological approach was used to collect data on the Iranian English as a Foreign Language (EFL) teachers’ opinions about a newly designed messenger bot, which was introduced to provide English learners with written corrective feedback (WCF). This bot played the role of a mediator between the teacher and learners. Three teachers who were experienced in instructing TOEFL candidates were asked to utilize this messenger bot in their classes. They introduced it to their students and asked them to do ten speaking tasks on the bot. They used the bot to send WCF to their students after each task and the bot provided the teachers with smart reports on students’ development in accurate use of the target forms. After the treatment, the teachers were requested to attend semi-structured in-depth interviews. The data were analyzed based on Colaizzi’s (1978) methodological framework, coded and explicated using NVivo. After coding the data, three major themes emerged (1) pedagogical issues, (2) technological issues, and (3) timing issues with two subthemes called (a) time-saving process and (b) flexitime work schedule. Although there were some drawbacks to the designed bot, the teachers had positive attitudes toward using it. Pedagogic implications stemming from the findings and recommendations for improving the bot are discussed.