The effect of personalized feedback on listening and reading skills in the learning of EFL

Abstract

The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68 sixth-grade students did exercises of reading and listening based on their errors, while other 68 students–the control group–completed generic activities working on those skills. Clickers, ARS devices, were used in both groups as a tool for gathering students’ answers, and the Reduced Instructional Materials Motivation Survey (RIMMS) was employed to evaluate their influence on students’ motivation in the English subject. The results show that both groups were more motivated with the use of clickers and that the group with personalized feedback improved their receptive skills more than the control one, especially in the general information variables.

Keywords:

• Language teaching methodology
• personalized feedback
• listening
• reading
• EFL

Disclosure statement

This article has no potential conflict of interest.

Additional information

Funding

This work was supported by the University of Castilla-La Mancha under Grant number 2019-GRIN-27150.

Notes on contributors

José Jaime Pérez-Segura

José Jaime Pérez-Segura is currently a lecturer in the Department of Modern Languages (English) at the University of Castilla-La Mancha. He holds a Master’s Degree in Research and Innovation in Education.

Raquel Sánchez Ruiz

Raquel Sánchez Ruiz is a lecturer in the Department of Modern Languages (English) at the University of Castilla-La Mancha and is the coordinator of the Degree in Primary Education in English. Her research interests are bilingual education, CLIL, EFL acquisition/learning and ELT.

José Antonio González-Calero

José Antonio González-Calero is currently a lecturer at the University of Castilla-La Mancha. He is co-leader of the research group LabinTic at the Faculty of Education of Albacete. His research interests include educational technology and the development and implementation of interactive learning environments.

Ramón Cózar-Gutiérrez

Ramón Cózar-Gutiérrez works as a lecturer at the University of Castilla-La Mancha. He is co-leader of the research group LabinTic at the Faculty of Education of Albacete at such Institution. His research interests focus on teacher training and educational innovation and technology.