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

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  • Sameer Aljabri

    (Umm Al-Qura University)

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.

Suggested Citation

  • Sameer Aljabri, 2024. "Timing of feedback and retrieval practice: a laboratory study with EFL students," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03983-6
    DOI: 10.1057/s41599-024-03983-6
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    1. Kim J.H. Dirkx & Liesbeth Kester & Paul A. Kirschner, 2014. "The Testing Effect for Learning Principles and Procedures from Texts," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(5), pages 357-364, August.
    2. Sameer Aljabri, 2024. "Investigating the Effect of Retrieval Practice on EFL Students' Retention of Prose Passages: Repeated Testing versus Studying," World Journal of English Language, Sciedu Press, vol. 14(5), pages 303-303, September.
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