Timing of feedback and retrieval practice: a laboratory study with EFL students

Sameer Aljabri ()
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Sameer Aljabri: Umm Al-Qura University

Palgrave Communications, 2024, vol. 11, issue 1, 1-10

Abstract: Abstract 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.

Date: 2024
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DOI: 10.1057/s41599-024-03983-6

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