EFL Learners Interaction with Feedback Presented through a Computer-Assisted Reading Program

Abstract

This article examines the interaction patterns of second language (L2) learners when engaging with different types of feedback presented through a computer reading program. There were 12 EFL learners who were asked to complete reading exercises in the program, and the way they interacted with the feedback provided was examined through interviews, observations and think-aloud exercises. The qualitative analyses explored participants' experience of the reading feedback and how EFL learners of different language levels behaved when presented with knowledge of correct response (KCR), elaborated feedback (EF), and no feedback. The results showed limited use of the EF, and most students relied on KCR to guide their reading. In addition, many of the participants commented on the complexity of the EF, which presented as a barrier to facilitating reading comprehension. From the interviews, it was discovered that feedback could negatively influence the reading experience for low-level learners as the feedback was not accessible enough to help in the reading comprehension process.