Delayed vs Immediate Corrective Feedback: An Anxiety Measure among ESL Secondary Level Learners in Punjab

Abstract

The timing of corrective feedback (CF) can induce anxiety among ESL learners, the fear of making mistakes and immediate correction of error during oral interaction makes them more anxious. The correlation between CF timing (Immediate or delayed) and foreign language anxiety (FLA) is contemplated to have a momentous effect on language development, providing immediate CF may alleviate FLA and hinder language accuracy while delayed CF improves accuracy in foreign language learning. The primary aim of this study is to explore L2 learners’ anxiety level induced by the provision of CF and its effect on their oral accuracy. This study involves 200 ESL secondary level learners selected by purposeful sampling technique, divided into immediate CF group (G1) and delayed CF group (G2), employing a mixed-methods approach, integrating the collection of quantitative data through a language anxiety questionnaire (FLCAS), and the qualitative data through open-ended responses. For the analysis of quantitative data SPSS, and Excel by Microsoft are employed while, qualitative data is analyzed using Grounded Theory by generating themes. The findings demonstrate that delayed CF had a significant impact in reducing anxiety levels among ESL secondary level learners, leading to improved oral accuracy and boosted self-confidence. The study acknowledges its limitations, including the limited sample size and dependence on self-reported questionnaire. Also, highlights the significance of addressing continued examination of CF’s temporal factor as well as foreign language anxiety in language classrooms. The research in its final recommendations advocates that educational material developers should design natural oral production tasks and opportunities to engage learners in them without being anxious about making errors.