Timing of feedback and retrieval practice
A laboratory study with EFL students
Bibliographic Data
| ID | 22233245 |
|---|---|
| Authors | Sameer Aljabri (0000-0002-6425-2341, Umm al-Qura University, corresponding author) |
| Year | 2024 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2024-11-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-024-03983-6 |
| OpenAlex | W4404006038 |
| Language | EN |
| Citations received | 1 |
| References cited | 70 |
The aim of this empirical laboratory study was to investigate the effect of immediate and delayed feedback on retrieval practice among Saudi EFL learners using short-answer tests administered at three different time points: immediately, one week later, and one month later. A total of 177 Saudi undergraduate EFL students were randomly assigned to four groups: Repeated Studying, Repeated Testing-no feedback, Repeated Testing-immediate feedback, and Repeated Testing-delayed feedback. Additionally, a restudy control group was included to compare retrieval practice and feedback effects to the restudy condition. Participants read a 487-word prose passage and underwent testing at the specified intervals. Results revealed that retrieval practice without feedback outperformed repeated studying in the one-month delayed test. Both immediate and delayed feedback groups outperform the no-feedback and restudying groups. Moreover, immediate feedback was found to be more effective than delayed feedback in enhancing long-term retention. These findings emphasize the importance of providing timely feedback to optimize retrieval practice and improve learning outcomes in EFL contexts
Information retrieval · Mathematics education · Medical education · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Medicine · Psychology · Student Assessment and Feedback
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Test-Enhanced Learning
The Power of Feedback Revisited
Cognitive underpinnings of focus on form
The Power of Testing Memory
Rethinking the Use of Tests
Focus on Formative Feedback
Timing's not everything
The Effects of Immediate and Delayed Corrective Feedback on L2 Development
Effects of computer-based feedback on lower- and higher-order learning outcomes
Transfer of test-enhanced learning
Testing (quizzing) boosts classroom learning
The effect of testing versus restudy on retention
What is the ideal time to provide corrective feedback? Replication of Li, Zhu & Ellis (2016) and Arroyo & Yilmaz (2018)
Developmental differences in value-based remembering
The Power of Feedback
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |