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

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dc.contributor.authorNicolás Conesa, Florentina
dc.contributor.authorCerezo García, María Lourdes
dc.contributor.authorMcBride, Sophie
dc.contributor.departmentDidáctica de la Lengua y la Literatura
dc.contributor.otherFacultades de la UMU::Facultad de Educación
dc.date.accessioned2026-05-04T11:31:06Z
dc.date.available2026-05-04T11:31:06Z
dc.date.copyright© 2026 Informa UK Limited, trading as Taylor & Francis Group
dc.date.issued2026-05-04
dc.description.abstractA 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.
dc.embargo.terms4-nov-2027
dc.formatapplication/pdf
dc.format.extent24
dc.identifier.citationComputer Assisted Language Learning, 2026, 1–23
dc.identifier.doihttps://doi.org/10.1080/09588221.2026.2664200
dc.identifier.eissn1744-3210
dc.identifier.issn0958-8221
dc.identifier.urihttp://hdl.handle.net/10201/229501
dc.languageeng
dc.publisherTaylor and Francis Group
dc.relationThis study is part of a research programme financed by the Spanish Ministry of Science and Innovation: Project PID2022-137544NB-I00 financed by MICIU/AEI/10.13039/501100011033/ and by FEDER, EU.
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/09588221.2026.2664200
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectDelayed feedback
dc.subjectFeedbacj timing
dc.subjectEngagement
dc.subjectAccuracy
dc.subjectAsynchronous feedback
dc.subject.odsNo relacionado con ningún objetivo de desarrollo sostenible
dc.titleFeedback timing and engagement with feedback. Effects on L2 written accuracy
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublicationes
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relation.isAuthorOfPublication4b25ba36-da92-4329-a5dc-1d059cb8c951
relation.isAuthorOfPublication4ccc15ba-d6ed-41b3-99fa-0a629c7e9eb7
relation.isAuthorOfPublication.latestForDiscovery91680073-325f-418f-9a46-37c272d767a8
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