The interplay between corrective feedback timing, task complexity and working memory in L2 development

Ehsan Rassaei

doi:10.1016/j.system.2025.103955

2026-01-21

PRE

Ehsan Rassaei *

DOI：10.1016/j.system.2025.103955

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摘要

En 中文

Although previous research has examined various factors influencing the processing of corrective feedback (CF) in language classrooms, the interaction among factors contributing to its cognitive and processing demands remains underexplored. To address this gap, the present study investigated the effects of task complexity as a task feature, CF timing as a task condition, and working memory (WM) as an individual cognitive ability on the effectiveness of CF. Participants were 137 EFL learners assigned to four treatment conditions (varying by CF timing and task complexity) and two comparison groups. Language development was assessed using two measures at three time points, and WM was measured using the Operation Span task. Mixed-effects regression modelling indicated that both immediate and delayed CF facilitated L2 development, with delayed feedback showing a relative advantage. Task complexity significantly influenced CF effectiveness, with immediate CF proving less effective in complex tasks. Results also revealed significant interactions between CF timing and WM, and a three-way interaction involving CF timing, task complexity, and WM. Findings suggest WM moderates the effectiveness of immediate CF when task demands are high. Overall, the results highlight that the moderating effects of CF timing depend on task features and individual learner differences.

Keyword:

Task complexity

Immediate feedback

Delayed feedback

Working memory