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feedback sheets to individual students. Despite the widespread use of delayed feedback, there has, until recently, been little research that has investigated its effectiveness. However, Hunter (2011) found that delayed feedback could be beneficial in promoting both accuracy and complexity. Quinn (2014) also found
1. What sort of feedback is most beneficial to learners: corrective or non-corrective? 2. Which aspects of a learner’s performance will most benefit from feedback? 3. Who should learners receive their feedback from: teachers or peers? 4. How should feedback be given: directly or indirectly? Orally or in writing? 5. When will learners most benefit
learners can benefit from hearing teacher feedback on their peers’ language use. (For more about feedback, see ‘Giving feedback on speaking’, another paper in this series.) Because learners have more control over the interaction when working with a peer, they can create space to question their use of language and to try out new
Ellis (2009) summarized two types of feedback: immediate and delayed. According to Long (1997), delayed feedback is advantageous because it does not hinder communication.
For example, delayed correction helps avoid interrupting students during fluency practice, when they are more focused on self expression than accuracy. By waiting until later, the teacher has more time to reflect on how to correct an error—or, indeed, if it’s worth correcting at all.
• Feedback can be given immediately or delayed, depending on which would be most effective for the task or situation?– • Feedback can be either formative or summative.
24 mar 2022 · This article reports on a study exploring the differential effects of immediate and delayed corrective. feedback (CF) on the acquisition of the English past tense. One hundred and forty- five...
