This study investigated the role of corrective feedback timing in the acquisition of Spanish noun–adjective gender agreement. Forty‐five learners completed a communicative task via synchronous computer‐mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate‐feedback group received error reformulations immediately after their errors. The delayed‐feedback group did not receive feedback; however, at the end of the task, they were provided with an electronic document showing the errors they had made during the task with error reformulations. The control group performed the task without receiving feedback. The immediate‐feedback group outperformed the delayed‐feedback group in an oral production test, but there were no differences between the two feedback groups in a grammaticality judgment test. All study materials and data are made publicly available to encourage future replications. Open Practices This article has been awarded Open Materials and Open Data badges. All materials and data are publicly accessible via the Open Science Framework at https://osf.io/57zkv, the IRIS Repository at https://www.iris-database.org, and Supporting Information accompanying this article. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Among the challenges many teachers face in facilitating the improvement of speaking skills are sparing sufficient time for practice to enable students to achieve fluency in speaking through internalizing the structures, and establishing a balance between fluency and accuracy. This study aimed to seek an answer to the question as to whether Computer-Mediated Communication Technologies be a solution for overcoming these problems. The study was conducted as additional practice to the foreign language lessons with the participation of 60 students. Task-based language teaching principles were taken as basis in preparation of the teaching materials in the study, in which text and voice chat applications among the Computer-Mediated Communication Technologies were used. During the applications data were collected in several ways: participants' perspectives regarding their changing experiences and the types of tasks used were investigated through the use of open-ended questionnaires after each session; a general insight was obtained into the students' experiences with close-ended questionnaires given at the end of the study; and the use of the target language in communications among students were determined by investigating the text communication logs. From a user-oriented perspective, the results of the study shed light on the strategies that can be used in computer-mediated communication technologies valuing the experiences and perceptions of the learners.