Feedback and feedforward typology for deliberate language practice¶

Element · All elements
Evidence · 1 claim (1 for) · 2 studies (2 quant-synthesis), q4 · 2 of 2 report an effect size

Description¶

A core component of the framework is a differentiated account of feedback: depending on the learner's current task performance and linguistic proficiency, "feedback can be affirmatory (used to confirm a desired action or outcome), reformatory (used to correct an undesirable action or outcome), or developmentary (used to expand one’s knowledge or abilities)." Feedback should also distinguish performance errors from knowledge errors, be categorical, graded, or finely graded, target a narrow selection of errors to avoid cognitive overload, and be aligned to declarative and/or procedural memory systems. Feedforward complements feedback by presenting learners with information about upcoming learning steps and future tasks. Dynamic assessment is offered as a means of identifying gaps and delivering responsive feedback.

Design Implications¶

Context¶

Requirements¶

• The learner must pay attention to, process, and attend to the feedback to have a chance to integrate it into memory; feedback should extend beyond mere error correction and reinforce successful actions

Constraints¶

• Attending to multiple error types simultaneously may cognitively overload the learner; feedback is not a one-size-fits-all mechanism; in larger groups individualized feedback may not be feasible

Target Learners¶

• Second language learners receiving teacher-led deliberate practice or engaging in self-monitored purposeful practice

Target Learning Goals¶

• Improving specific linguistic areas (lexical, grammatical, pragmatic) through feedback-guided refinement

Affordances¶

• Deliberate Practice Second Language Learning Framework

Claims¶

• Feedback Addressing Task Improves Learning [+M]

Related Elements¶

Examples¶

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Key Sources¶

• Joshua Wedlock & Christopher Binnie. (2025). Deliberate and Purposeful Practice for Second Language Learning: A Framework. The Electronic Journal for English as a Second Language. https://doi.org/10.55593/ej.29115a5