Digital Feedback Modalities: Real-Time vs. Delayed Feedback in ESL Reading Platforms

Abstract

Although digital feedback tools are widely used in ESL, little has been investigated about the comparative effectiveness of real-time automated feedback to delayed teacher-mediated feedback on reading comprehension and motivation according to learners. However, the gamified platforms (e.g., Kahoot!, Duolingo) focus on prompt feedback, whereas conventional pedagogies stress delayed, instructor-mediated feedback. The existence of this gap requires empirical research to maximise feedback design to suit the different needs of learners. The proposed study fills one of the existing gaps in the field of ESL pedagogy, as it assesses the effects of the timing of feedback on cognitive and affective results. It is based on self-determination theory (SDT) and flow theory, which provide theoretical points of view on the relationship between feedback modality, learner autonomy, andement. In practice, it has the potential to assist the teacher and the makers of the platform in adjusting the feedback processes to their levels of proficiency. A mixed-method sequential design was used. Using a quantitative design, 300 ESL learners (who were stratified according to their proficiency level A2, B1, or B2) were randomly allocated to groups using a real-time (n=150) or delayed feedback (n=150). Understanding improvement was assessed using pre-/post-tests, and motivation was tracked using Likert-scale surveys. Qualitatively, thematic analysis of interviews (n=30) was conducted to inform opinions of learners, which was corroborated using Cohen's kappa (n=30: k=0.82) and sentiment analysis (Python: NLTK).