Educational psychology perspectives on cognitive load and written corrective feedback
Enhancing past tense acquisition in L2 learning
Bibliographic Data
| ID | 22165463 |
|---|---|
| Authors | Ushba Rasool (0000-0002-0940-0241, Zhengzhou University, corresponding author), Jiancheng Qian (Zhengzhou University), Haowei Chen (0009-0003-4224-6295, Urban Vocational College of Sichuan) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-02-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1695913 |
| OpenAlex | W7130651400 |
| Language | EN |
| References cited | 39 |
Introduction Written corrective feedback (WCF) is widely recognized as an effective pedagogical tool for improving learners’ grammatical accuracy in second language writing. However, most WCF research has focused on adult or tertiary-level learners, leaving senior high school students in English-as-a-foreign-language (EFL) contexts underexplored. This study addresses this gap by examining the comparative effectiveness of three WCF types—direct, indirect, and metalinguistic—on Pakistani senior high school learners’ acquisition of the English simple past tense. Grounded in Cognitive Load Theory (CLT) and Krashen’s Input Hypothesis, the study investigates how different feedback types interact with learners’ cognitive processing during writing. Methods A quasi-experimental design was employed with 180 Pakistani senior high school students divided into four groups (direct WCF, indirect WCF, metalinguistic WCF, and control). Over five weeks, participants completed picture-based story-writing tasks (150–180 words) in 30-minute sessions. Learners received feedback according to group assignment, and their performance was measured through pre-test, post-test, and delayed post-test writing tasks. Data were analyzed using non-parametric alternatives to mixed-design ANOVA, including the Kruskal–Wallis and Conover–Inman tests. Results All three WCF types significantly improved learners’ past tense accuracy compared with the control group. Metalinguistic feedback produced the strongest immediate gains in the post-test, while indirect feedback led to superior long-term retention in the delayed post-test. Significant differences were observed across feedback types and testing phases, indicating that feedback effectiveness varies depending on learning timeframe. Discussion The findings demonstrate that feedback type influences both the efficiency and durability of grammatical development. Integrating CLT and the Input Hypothesis, the study suggests that WCF functions as cognitively manageable input (i+1) when aligned with learners’ cognitive readiness. Pedagogically, the results highlight the importance of selecting feedback strategies that match learners’ proficiency and cognitive processing capacity, particularly in secondary-level EFL contexts
Cognition · Cognitive Load · Corrective Feedback · Language acquisition · Past tense · Second-language acquisition · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning
Methodology and Application of the Kruskal-Wallis Test
The value of written corrective feedback for migrant and international students
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Talking it through
Reducing Composition Errors
Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing
The effect of different types of corrective feedback on ESL student writing
Cognitive Architecture and Instructional Design
Exploring Undergraduate Efl Learners’ Beliefs About WCF and Their Impact on Improving Writing Skills in Pakistani Universities
Impact of a research-informed intervention on L2 teachers’ WCF cognitions and practices
Using model texts as a form of feedback in L2 writing
Twenty-five years of research on oral and written corrective feedback in System
Written corrective feedback in second language writing
Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks
Less is NOT more for learners
Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
| Highly cited | No |
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