Error, feedback, negotiation: Technological and humanistic ways

This paper deals with possible modes of corrective interaction using tech¬no¬lo-gy: it examines the differential effect and students’ preferences for two types of student-teacher interaction with online exercises: e-mail vs. online feedback. The aim is to verify whether online exercises with internal online help were enough for the students to perform well or whether they still preferred e-mail support from the teacher. Suggestions are offered both for the creation of digital materials and for classroom corrective input devoid of technology.