Sep 2026· Theory and Practice in Language Studies· 0 citations
Abstract
This study investigated the linguistic effectiveness of feedback timing for Jordanian EFL learners. Employing a quasi-experimental design involving 80 third-year students in the English department, the study compared performance outcomes between two groups that received different feedback timings after completing writing tasks. Quantitative analyses revealed significant improvements in the on-time feedback group. This was evidenced by increases in Mean Length of T-Unit (MLTU) and Ratio of Clauses Per Unit (RCPU), indicating enhanced syntactic complexity and fluency. In contrast, the delayed feedback group exhibited a decline in MLTU and RCPU. Qualitative data from semi-structured interviews further elucidated learner perceptions, highlighting a strong preference for immediate feedback as it fosters awareness and engagement. These findings support the assertion that immediate feedback is crucial for effective language learning, challenging the efficacy of delayed feedback approaches. The implications for pedagogical practices suggest that educators should prioritize immediate corrective feedback to optimize EFL learners' writing proficiency and overall linguistic development.
This study examined the effectiveness of dialogic feedback (DF) as an approach to feedback on English as an additional language (EAL) academic writing at the tertiary level, in comparison with traditional written commentaries. Adopting a mixed-methods design, the study investigated both writing performance outcomes and...
Anna Krulatz, Georgios Neokleous, Tülay Dixon et al.· Nordic Journal of Language T...· 0 citations
Written corrective feedback plays a crucial role in second language learning, particularly in the development of writing skills. Nevertheless, an interesting and valid question to consider is how peer feedback compares with teacher feedback in enhancing students’ writing skills. This study is a conceptual replication o...
This paper presents a comprehensive synthesis of recent empirical research on teacher feedback strategies and their contributions to improving English as a Foreign Language (EFL) students’ writing performance. Writing is a cognitively demanding skill that requires learners to coordinate vocabulary, grammar, organizatio...
Geral Dien Stefanny Sapulete, Lailatul Musyarofa, Yudy Prasetyo· Journal of English language...· 0 citations
Examining students' perceptions of teacher feedback and AI-assisted feedback in EFL speaking classes in Vietnam suggests that teacher feedback and AI-assisted feedback can play complementary roles in EFL speaking instruction.
This study explores the effectiveness of using guided self-assessment checklists to improve IELTS Writing performance among advanced learners, particularly those at around band 6.5. A quasi-experimental mixed-methods design was adopted, involving 75 participants divided into an experimental group (n = 37) and a control...
Phuong Huynh Thi Bich, Du Tran Thanh, The Nguyen Huu et al.· Journal of Language Teaching...· 0 citations
Research on written corrective feedback in second language learning has advanced, addressing uncertainties about its effectiveness. The debate now centres on the most effective way to give feedback. However, controversy persists, and research on unfocused feedback remains scarce. This quasi-experimental study examines...
Laurence Craven, Nasser Jabbari· Arab World English Journal· 0 citations
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