Tamara Hernández

As attested by a vast number of studies, in the process of second/foreign language acquisition feedback plays an important role as it may trigger learners’ noticing of the mismatch between their interlanguage and the target language (Schmidt 1990). In foreign language classrooms, feedback on written production may not be properly provided due to a large number of students or time constraints (Chacón-Beltrán 2017). In this sense, the use of new technologies in the classroom may help both the teacher in the correction process and the student in his/her language development.