The Role of Feedback Strategies in Language Learning: A Theoretical Exploration of Approaches and Effectiveness

Abstract

The purpose of this investigation was to explore the use of several types of feedback and modalities of feedback with regards to the acquisition of a second or foreign language. Theoretical frameworks that underlie the use of feedback are discussed along with an examination of its effectiveness in improving the learner's linguistic competence, motivating the learner, and developing autonomous learners. The discussion will include the potential uses of several types of feedback (corrective vs. formative) and will provide insight into the impact that each has upon language acquisition. In addition, the discussion will focus on the use of several modalities of feedback (oral, written, automated), with respect to increasing learner involvement. Timing, specificity, and culture-specifically in relation to the presentation of feedback will be examined. Challenges that teachers may experience when attempting to deliver feedback effectively, specifically the balance between the amount of feedback provided to students and the quality of that feedback, along with accommodating student differences will be addressed. To assist in analyzing how varied forms of feedback can affect language learning outcomes, a conceptual framework will be developed. Finally, the results of the investigation will demonstrate why using individualized methods of delivering feedback is important for promoting long-term language development and improving teaching practices. Feedback in language learning encourages learner motivation, increases learner confidence and develops long-term skills and abilities that go well beyond simply correcting errors. When done effectively, feedback can encourage intrinsic motivation through developing learner’s sense of accomplishment and their desire to continue progressing and engaging actively