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Feedback timing and engagement with feedback. Effects on L2 written accuracy

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Nicolas Conesa, Cerezo & McBride 2026. Feedback timing and engagement with feedback.pdf(1.44 MB)
Date
2026-05-04
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Authors
Nicolás Conesa, Florentina ; Cerezo García, María Lourdes ; McBride, Sophie
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Facultades de la UMU::Facultad de Educación
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Publisher
Taylor and Francis Group
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Didáctica de la Lengua y la Literatura
DOI
https://doi.org/10.1080/09588221.2026.2664200
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info:eu-repo/semantics/article
Description
Abstract
A substantial body of research has demonstrated the benefits of written corrective feedback (WCF) for L2 written accuracy (see meta-analyses such as Kang & Han); however, comparatively few studies have experimentally examined the effectiveness of feedback in different timing conditions or how learners engage with feedback provided at different times. Yet, understanding when feedback is most beneficial and how feedback timing shapes learners’ engagement with corrections is pedagogically essential, as it can help learners maximize their opportunities to notice and integrate corrections into their evolving L2 linguistic system. The present study employs a mixed-methods design to compare learners’ engagement with WCF and accuracy improvement under three timing conditions: (i) immediate synchronous WCF (during writing), (ii) delayed synchronous WCF, and (iii) asynchronous WCF. Twenty advanced EFL university students completed two writing tasks, processed unfocused indirect WCF, completed audio-recorded questionnaires on their engagement with WCF, and revised their texts using screencast technology to capture real-time engagement and changes in accuracy. All groups significantly improved accuracy, with no advantage for synchronous or delayed synchronous over asynchronous feedback. All participants were similarly engaged, but different patterns of engagement were found because of different feedback timing conditions. These findings suggest that advanced learners can benefit equally from different feedback timing conditions using unfocused indirect feedback. Methodological and pedagogical implications are drawn.
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Delayed feedback , Feedbacj timing , Engagement , Accuracy , Asynchronous feedback
Citation
Computer Assisted Language Learning, 2026, 1–23
URI
http://hdl.handle.net/10201/229501
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4-nov-2027
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