The Effect of Timing Differences in Online Corrective Feedback on Adult Verbal English Learners' Learning Engagement: A Micro-genetic Study

Abstract

This study examines the impact of different timing direct corrective feedback strategies utilized by instructors in online verbal English class on the learning engagement of EFL adult learners. The study randomly divided 8 participants with the same English proficiency into two groups, one receiving immediate direct corrective feedback and the other receiving delayed direct corrective feedback. Applying a micro- genetic method, the study observed the online learning of the 8 participants and implemented two types of direct corrective feedback through online learning. The study found that both feedback methods could improve learners' learning engagement, but immediate direct corrective feedback had a more positive effect on learners' learning engagement, and could improve it in a shorter amount of time. Additionally, learners' learning engagement showed dynamic changes during the learning process due to other influencing factors.