The Impact of Feedback Timing on L2 Writing Performance and Learner Perceptions: A Study of Jordanian College EFL Learners

Mohammad Ahmad Al-Shallakh; Leedya Rashed Abumariam; Anan Abu Mariam; Mai Mohammad Khalaf Al-Raggad; Amer Abdel Al-Jalil Falah Al-Saaidah

doi:10.17507/tpls.1609.33

Authors

Mohammad Ahmad Al-Shallakh Al-Ahliyya Amman University
Leedya Rashed Abumariam Philadelphia University
Anan Abu Mariam Al-Ahliyya Amman University
Mai Mohammad Khalaf Al-Raggad Al-Balqa' Applied University
Amer Abdel Al-Jalil Falah Al-Saaidah Yarmouk University

DOI:

https://doi.org/10.17507/tpls.1609.33

Keywords:

quality education, performance, feedback, pedagogical

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.

Author Biographies

Mohammad Ahmad Al-Shallakh, Al-Ahliyya Amman University

English Department

Leedya Rashed Abumariam, Philadelphia University

Arabic Language and Literature Department

Anan Abu Mariam, Al-Ahliyya Amman University

Special Education Department

Mai Mohammad Khalaf Al-Raggad, Al-Balqa' Applied University

Department of Psychology and Special Education

Amer Abdel Al-Jalil Falah Al-Saaidah, Yarmouk University

Educational Sciences

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