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

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.