The Effect Of Different Timing Of Corrective Feedback On Junior High School Students’ Acquisition Of Present Perfect Tense In Online Oral English Teaching

Oral Corrective Feedback(OCF)refers to the correction learners receive from a communication partner about the error they made.OCF has been broadly used in both offline and online language teaching,and is recognized for its benefits in improving learning outcomes.However,there is limited research on the optimal timing for providing OCF in an online setting.The present study aimed to explore the impact of timing on learners’ acquisition of explicit and implicit knowledge of a second language.The study was conducted with 55 junior high school students who were randomly assigned to two experimental groups and one control group.Prior to the experiment,all participants were evaluated through a pre-test measuring both explicit knowledge(Untimed Grammaticality Judgment Test)and implicit knowledge(Oral Elicited Imitation Test),and all participated in classroom instruction about the grammatical knowledge used in the experiment.During the experiment,the Immediate OCF group received feedback immediately after making an error,while the Delayed OCF group received feedback at a later time,and the Control Group received no feedback.After the experiment,all three groups participated in the post-test 1 as well as the retention test of post-test 2 that took place one week after the experiment.The research results show that in terms of explicit knowledge and implicit knowledge,both immediate and delayed OCF groups perform significantly better than the Control group.The experimental groups scored higher than the control group on both post-tests of learners’ explicit and implicit knowledge,and this difference was more clear in the explicit knowledge test.Moreover,the Immediate OCF group perform the best in two post-tests,followed by Delayed OCF group.The findings indicate that the timing of OCF has an impact on learners’ L2 development.This study demonstrates that delayed feedback enhances oral English learning online.However,it also showed that immediate OCF is more desirable in online learning.The findings suggest that in online speaking instruction,attention should be paid to providing students with OCF in a timely manner.Future research can further explore the link between the timing of OCF in online and classroom instruction and students’ oral learning outcomes,as well as the various factors that influence delayed OCF.