چکیده مقاله
This study investigates how different types of feedback influence first year university students' engagement in fully online English courses As digital learning environments continue to reshape language education, understanding how feedback affects learners' behavioral, emotional, and cognitive engagement is increasingly critical Grounded in Self Determination Theory and Sociocultural Learning Theory, the study examines the impact of formative, summative, peer, and automated feedback on students' motivation and participation A mixed methods design was employed Quantitative data were collected from freshmen through an online engagement scale and a feedback perception questionnaire Qualitative data were gathered through semi structured interviews and analysis of teacher student interaction samples Quantitative results showed significantly higher engagement among students receiving timely, detailed, and dialogic feedback M = 2 1/0 compared with those receiving minimal or delayed feedback M = , , a difference supported by statistical analysis 2,117 = 12 84, p < ' Qualitative findings revealed that personalized and supportive feedback strengthened students' motivation, confidence, and self regulation while reducing feelings of isolation Overall, the integration of both data strands highlights feedback as a central pedagogical tool that promotes connection and active involvement in online English learning The study recommends incorporating varied, interactive feedback practices and providing training for instructors Future research should explore long term effects, cross cultural contexts, and emerging technologies such as AI driven feedback
کلیدواژهها
نویسندگان
Abolhassan Nazari
Assistant Professor in English Language Teaching, Department of English, Pardis Bahr Alolum University, Shahr e Kord, Iran
Alireza Oulad
Bachelor's Program in English Language Teaching, Department of English, Pardis Bahr Alolum University, Shahr e Kord, Iran
Abbas Khazei
Bachelor's Program in English Language Teaching, Department of English, Pardis Bahr Alolum University, Shahr e Kord, Iran
Shervin Rastgoo
Bachelor's Program in English Language Teaching, Department of English, Pardis Bahr Alolum University, Shahr e Kord, Iran
Hossein Rahimi
Bachelor's Program in English Language Teaching, Department of English, Pardis Bahr Alolum University, Shahr e Kord, Iran
Alireza Khorramdel
Bachelor's Program in English Language Teaching, Department of English, Pardis Bahr Alolum University, Shahr e Kord, Iran
شیوه ارجاع
Nazari, Abolhassan and Oulad, Alireza and Khazei, Abbas and Rastgoo, Shervin and Rahimi, Hossein and Khorramdel, Alireza,1404,Exploring the Role of Feedback in Enhancing Engagement of First-Year Students in Online English Language Learning,11th International Conference on Humanities, Literature and Linguistics,Tehran
ارائهشده در
مجموعه مقالات یازدهمین کنفرانس بین المللی علوم انسانی ، ادبیات و زبانشناسی29 آبان 1404 · تهران