Abstract
This study investigates the innovative role of feedback within higher education English as a Foreign Language (EFL) classrooms. It focuses on how digital technologies can transform formative assessment practices. The research draws on a systematic literature review; the analysis of 14 educational cases reveals the critical dimensions of feedback, including design, timing, and delivery methods, particularly contrasting technology-mediated feedback with traditional teacher-centric approaches. Preliminary findings indicate that most existing practices employ elaborated feedback primarily delivered through instructors, which limits the potential for leveraging digital tools that facilitate immediate, contextualized, and multimodal feedback. This study also argues for exploring advanced feedback strategies utilizing digital technologies such as web-based platforms, formative assessment tools, and screencasts, which can enhance student engagement, foster critical thinking, and improve learning outcomes. Furthermore, the study proposes future research directions to develop and implement innovative feedback mechanisms that harness technology’s full potential while considering diverse learner needs and contexts. This research contributes to a paradigm change in EFL teaching and learning where feedback is a corrective practice and an educational tool that supports students’ autonomy and self-regulated learning.
Presenters
Roberto Mesén HidalgoInstructor and Researcher, School of Language, Universidad de Costa Rica, Limón, Costa Rica
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Feedback, Digital technologies, Formative assessment, EFL, Student engagement
