View in EDS

The Effect of Pending Feedback on the IELTS Speaking Test Result: Grammatical Range and Accuracy in Focus

Saved in:
Bibliographic Details
Title: The Effect of Pending Feedback on the IELTS Speaking Test Result: Grammatical Range and Accuracy in Focus
Language: English
Authors: Zahra Zargaran (ORCID 0009-0004-9151-0387)
Source: Australian Journal of Applied Linguistics. 2025 8(1).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Second Language Learning, English (Second Language), Language Tests, Accuracy, Speech Communication, Error Patterns, Feedback (Response), Sociocultural Patterns, Personal Autonomy, Linguistic Theory, Comparative Analysis, Teaching Methods, Error Correction, Grammar, Metacognition, Placement Tests, Adult Education, Scores, Foreign Countries
Geographic Terms: Iran
Assessment and Survey Identifiers: International English Language Testing System
ISSN: 2209-0959
Abstract: Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes the need for feedback in solidifying knowledge during targeted practice based on Skill Acquisition Theory (Dekeyser, 2020), which holds that language acquisition moves through declarative knowledge, proceduralization, and automatization phases; Furthermore, the sociocultural theory (Vygotsky, 1978) guides this study and emphasizes the need for learner autonomy and interaction in supporting language development. Moreover, the study uses Schmidt's (1990) Noticing Hypothesis, which holds that cognitive awareness or "noticing" of language structures is necessary for language acquisition. Sixty IELTS learners, 30 in the experimental group and 30 in the control group, were recruited. Both groups displayed similar pre-test results. The experimental group received pending feedback, while the control group received teacher-selected feedback methods, excluding pending feedback. To find any possible significant difference in the group's performance and to detect the relation between pending feedback frequency of occurrence and the increased speaking scores in the experimental group, an Independent Sample t-test and Pearson correlation were conducted on two groups of participants. The experimental group improved IELTS speaking scores, indicating a strong correlation between pending feedback and better speaking performance. Additionally, the frequency of pending feedback was examined within the experimental group, further confirming that students who received more frequent pending feedback opportunities indicated enhanced performance.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472848
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1472848
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1472848
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Pending Feedback on the IELTS Speaking Test Result: Grammatical Range and Accuracy in Focus
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Zahra+Zargaran%22">Zahra Zargaran</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9151-0387">0009-0004-9151-0387</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2025 8(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Theory%22">Linguistic Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Placement+Tests%22">Placement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2209-0959
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes the need for feedback in solidifying knowledge during targeted practice based on Skill Acquisition Theory (Dekeyser, 2020), which holds that language acquisition moves through declarative knowledge, proceduralization, and automatization phases; Furthermore, the sociocultural theory (Vygotsky, 1978) guides this study and emphasizes the need for learner autonomy and interaction in supporting language development. Moreover, the study uses Schmidt's (1990) Noticing Hypothesis, which holds that cognitive awareness or "noticing" of language structures is necessary for language acquisition. Sixty IELTS learners, 30 in the experimental group and 30 in the control group, were recruited. Both groups displayed similar pre-test results. The experimental group received pending feedback, while the control group received teacher-selected feedback methods, excluding pending feedback. To find any possible significant difference in the group's performance and to detect the relation between pending feedback frequency of occurrence and the increased speaking scores in the experimental group, an Independent Sample t-test and Pearson correlation were conducted on two groups of participants. The experimental group improved IELTS speaking scores, indicating a strong correlation between pending feedback and better speaking performance. Additionally, the frequency of pending feedback was examined within the experimental group, further confirming that students who received more frequent pending feedback opportunities indicated enhanced performance.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1472848
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1472848
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Sociocultural Patterns
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Linguistic Theory
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Placement Tests
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Iran
        Type: general
      – SubjectFull: International English Language Testing System
        Type: general
    Titles:
      – TitleFull: The Effect of Pending Feedback on the IELTS Speaking Test Result: Grammatical Range and Accuracy in Focus
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zahra Zargaran
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2209-0959
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Australian Journal of Applied Linguistics
              Type: main
ResultId 1