A Brief Review of Literature on Immediate Feedback Studies in CALL

Abstract

The role of computer and technology in education is a subject which still shows a lot of scope for further exploration. Out of myriad possibilities that computer offer, the advantage of immediate feedback that it provides, forms the center of discussion in this paper. The paper puts forth certain research questions such as how the provision of immediate feedback works amongst the language learners and what its advantages are over traditional corrective feedback. The answers to these questions are sought through integrated cross sectional literature review which is very much related to this subject and is potent enough to provide explanation to these questions. This paper reviews the literature on the studies on immediate feedback in Computer Assisted Language Learning (CALL).Technology and Computer based learning is all pervasive in language education for its quick response. The use of feedback through computers being significant, it is necessary to look at how immediate feedback has been effectively used in the past two decades. The paper further develops discussion various advantages of the possibilities of immediate feedback from computer and technology in education.

Full text

© AesthetixMS 2016. This Open Access article is published under a Creative Commons Attribution Non-Commercial 4.0
International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use,
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For commercial re-use, please contact editor@rupkatha.com.
A Brief Review of Literature on Immediate Feedback Studies
in CALL
Anitha Devi. V1 & K. Revathi2
1Associate Professor of English in VIT University Vellore. Email: vanithadevi@vit.ac.in
2Professor of English in VIT University Vellore.
Received January 30, 2016; Revised May 13, 2016; Accepted July 25, 2016; Published August 18, 2016
Abstract
The role of computer and technology in education is a subject which still shows a lot of scope for further
exploration. Out of myriad possibilities that computer offer, the advantage of immediate feedback that it
provides, forms the center of discussion in this paper. The paper puts forth certain research questions such
as how the provision of immediate feedback works amongst the language learners and what its advantages
are over traditional corrective feedback. The answers to these questions are sought through integrated cross
sectional literature review which is very much related to this subject and is potent enough to provide
explanation to these questions. This paper reviews the literature on the studies on immediate feedback in
Computer Assisted Language Learning (CALL).Technology and Computer based learning is all pervasive in
language education for its quick response. The use of feedback through computers being significant, it is
necessary to look at how immediate feedback has been effectively used in the past two decades. The paper
further develops discussion various advantages of the possibilities of immediate feedback from computer
and technology in education.
Keywords: Computer, technology, education, self-study, feedback.
Introduction
The purpose of this study is to review the literature on the significant use of immediate feedback
in the CALL studies conducted in India. The specific use of immediate feedback in L2 acquisition
is relevant for most Indian learners of English. India is a multi-lingual country with 22 official and
1,652 different spoken and written languages (Mallikarjun, 2003). So these learners of varied
linguistic backgrounds require good and relevant feedback while learning English through CALL
programs.
The rise of technology and the influence of computers in the day to day life have grown by
leap and bounds especially during the past two decades. Seldom there remains any discipline
where the use of computer and technology was not explored. Among the fraternities that explored
the uses of computer and technology for its easy and quick functioning, education and pedagogy
remain in the forefront. Computer has crept in to the education scenario particularly during the
last decades of the twentieth century initiating the emergence of computer mediated
communication in general and computer assisted language learning (CALL) in particular. This
does not necessarily mean that use of technology in learning occurred only after the arrival of
computers. The history of CALL states that by mid 1960s itself, the use of computer and
technology in second and foreign language teaching has been in constant development (Chapelle,
Rupkatha Journal on Interdisciplinary Studies in Humanities, Vol. VIII, No. 3, 2016 0975
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DOI: http://dx.doi.org/10.21659/rupkatha.v8n3.27
Full Text: http://rupkatha.com/V8/n3/27_Feedback_Studies_CALL.pdf

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2001; Salaberry, 2001). In the eighties, the application of technology in language classrooms
included the use of film, radio, television, language labs with audio/video tapes, computers and
interactive video (Cunningham, 1998). The recent development of microcomputers with
sophisticated audio and graphic capabilities has allowed computers to become easily accessible to
all teachers and learners virtually (Chapelle, 2001).
The pedagogical benefits of computer mediated communication as facilitated through
email and programs like Deadalus Integrated Writing Environment (DIWE), became one of the
most commonly discussed topics in foreign language literature (Salaberry, 2001).The learner gets
ample freedom to select the topics to make possible adjustments in the tasks and to get the help
from the pear learners whenever it is required. This is another advantage of using technology in
learning which is also termed as computer mediated communication. Unlike many individual
CALL applications, CMC seems to promote meaningful human interaction that can foster the
language learning process. That is, advocates claim that CMC can be excellent collaborative,
meaningful, and cross-cultural human interactions among members of a discourse community
created in cyberspace (Warschauer, et.al, 1996). There are of course a lot of other reasons for the
quick expansion of the use of computer and technology in education. The prime among them is
the immediate feedback that all the technical equipment provides. Synchronous programs such as
online chatting, video conferencing and other tools facilitate this more. The quick response from
the devices increases the dynamicity of learning process among the learners where they need not
wait for the results of their activities for a delayed period of time. In this process learning never
becomes a monotonous activity. The immediate feedback from the computers helps the learners
in myriad ways. A manual correction of a text has got many limitations and the prime one of them
is the amount of time required. For lengthy texts, manual corrections done by the teachers alone
will not make sure that the text is error free. Language teachers most often fail to do complete
analysis of the scripts written by the learners and may fail to notice some minute mistakes that
the learners make. Computers identify this and provide a quick feedback with necessary
suggestions to the mistakes which will ultimately help the learner to get their mistakes corrected.
However the end result of this mechanism is not to dissuade the learners from their language
activities but to motivate them to achieve perfection. Apart from checking grammatical errors in
the written scripts immediate feedback could be provided to the pronunciations through certain
specially equipped software. The criterion for analyzing machine pronunciation is that it should
correlate significantly with the values given by the human experts.
The two main goals of this review are,
1) To understand the significance of immediate feedback in various CALL programs.
2) To explore the research evidence to show how immediate feedback has fostered better
learning and recall in CALL research studies in India.
Background
The study is amply supported by the theories on interaction and feedback. Among them the
noticing hypothesis of Schmidt (1995) is worth mentioning here. The noticing hypothesis suggests
that “what learners notice in input becomes intake for learning”. Immediate feedback to the
learners for analysing the quality of their intake makes the learning process more effective for the
learners.

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A Brief Review of Literature on Immediate Feedback Studies in CALL
Definition of Terms
There are two terms that are discussed widely in this paper, namely CALL and feedback. The
meaning of both the terms must be explicated. The term CALL here signifies Computer Assisted
Language Learning. It’s a widely popular means in language learning and its possibilities are
myriad as the technology is growing rapidly day by day. Another term that is used in this paper is
immediate feedback. The paper discusses the advantages of immediate feedback from the CALL
programmes over the delayed feedback from the teachers in oral method of teaching in a
classroom. The term immediate feedback is used frequently in CALL programmed instruction.
Research Gap Identified
The review of literature described above regarding the advantages of CALL throws light on the
fact that immediate feedback is not studied in most of the CALL research studies conducted in
India. Many studies use power point and MS Word in content delivery and task presentation.
Quite often the teacher facilitates and evaluates the answers of the students. The advantages of
getting feedback for corrective measures are proved by many studies (R.C.Anderson 1971).
Providing feedback immediately can be easily integrated in the learning mode using CALL
programmes. Delayed feedback and immediate feedback allows the learner to learn better.
According to Kulik and Kulik (1988) immediate feedback helped learners to perform better in the
actual classroom on the study by J Metcalfe et.al (2009). It is noted that, “When there are
commission errors to correct, it may be less beneficial to delay feedback. These errors may,
indeed, become entrenched during the delay, and it may be helpful to weed them out quickly”.
With the dearth of literature on studies related to effectiveness of immediate feedback in
CALL, many researchers, teachers and CALL practitioners have used CALL programs for
presentation and explanation of language content and skills. Very rarely CALL programs have
been used for corrective feedback immediately with a specific plan for the teacher.
Method
The following methods were used to search for appropriate studies that can be included in the
meta-analysis. Qualitative research synthesis was conducted on the literature on uses of
immediate feedback in Computer Assisted Language Learning. Despite the prominent use of
feedback in Computer Assisted Language Learning environments there seems to be sporadic
evidences from empirical studies. Immediate feedback though one of the main advantages of
CALL is the picture of immediate feedback for learning. Many studies have not indicated the
specific effects of feedback on learning and retention. And even if there were a few studies the
typology related to feedback was inconsistent. Actually, effective immediate feedback in
Computer Assisted Language Learning exhibits the Computer to verify the learner’s answer as
correct or wrong with possible clarifications to rectify the errors for further learning. This study
has analysed using qualitative meta-analysis approach rather than quantitative meta-analysis not
because data was unavailable but it was specifically not available related to immediate feedback in
CALL studies. The qualitative variants in this meta-analysis study allows a holistic description of
the study because a quantitative analysis will exclude any study that has been reported
qualitatively. There are a few scholars namely Noblitt and Hare (1988) who exposed the prospect
of synthesizing both qualitative and quantitative information in qualitative mode. As an instance
for this, Glasarand Strauss’s grounded theory approach was developed as grounded meta-analysis

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Rupkatha Journal on Interdisciplinary Studies in Humanities, V8N3, 2016
approach by Hosler and Scalese-Love (1989). Keeping this as an example, the current study
adopted qualitative meta-analysis and thematic synthesis.
Data Collection
A set of criteria was framed to choose relevant research for this study. The criteria included
selection of articles from experimental control group studies, receiving no computer presented
feedback.
The search on available data was systematic within the repository consisting of electronic
databases like IEEE, Eric, Shodganga, major technology and learning journals and conference
proceedings. Totally 50 studies were reviewed and only around 26 were included in the Meta
analysis. During the data analysis a few studies were excluded as low quality studies based on the
following criteria
1) Lack of methodological features like sample size and procedure
2) No clarity in the role of immediate feedback
Results
Totally 26 articles were considered for meta- analysis and have selected particularly 17 articles for
the same and they have been divided in to three sections namely,
1) Articles that discuss immediate feedback of Computer Assisted Language Learning and
2) List of studies that don’t discuss the significant use of immediate feedback in CALL studies
in India
Based on the criteria we didn’t include the nine papers. The papers explicitly were only on
CALL and were without looking into aspects of immediate feedback which is an important
criterion of CALL and were also written in non-Indian context.
Review of Literature based on the advantages of CALL over traditional language learning
methods
The term feedback or electronic feedback is required to be defined at the outset. Essentially it is a
slippery term that signifies a lot of dissimilar approach to teaching and writing. The term often
refers to automated feedback provided by the computer to those who teach writing mainly as
mastery of a compendium of sub skills. Feedback includes prompts, hints and also scaffolding and
pumping. Guidance moves is also common in computer assisted language learning program.
Corrective feedback in SLA is considered as a natural way of language learning (Ellis, 1997).
Treatment of errors in traditional classrooms is a complex process. Many taxonomies of feedback
strategies proposed in SLA are quite different from that found in CALL programs (Long, 1977;
Allwright, 1975; Chaudron, 1977; Seedhouse, 1997; Lyster&Ranta, 1997).
Even though there remains variety of strategies for the treatment of students’ errors, it is
only recently that systematic and scientific studies of effectiveness of feedback strategies have
been carried out (Doughty & Varela, 1998; Seedhouse, 1997; Lyster, 1998a; Lyster, 1998b). However
the results of these studies indicate that it is on the multiple variables including the particular
aspects of the language being corrected and the characteristics of students that the relative
effectiveness of feedback strategies are depended on.A Study by Robinson, Underwood, Rivers,

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A Brief Review of Literature on Immediate Feedback Studies in CALL
Hernandez, Rudisill, and Ensenat (1985) compared the effectiveness of different kinds of feedback
in CALL tasks consisting of learner-computer interactions. Another study also supports the
strategy of pinpointing learners’ errors as carefully as possible. Nagata (1993) found that learners
of Japanese who received ‘ intelligent’ feedback about their use of particles performed significantly
better on both post-tests and end – of- semester tests than those students who had received only
an indication of where they had made an error (Nagata, 1993). In a study on the Impact of CALL
education on language classroom, the researchers have identified that most of the teachers as
participants revealed that extra practice in “CALL Activity in Use”(Joy Egbut et.al, 2002).
Immediate feedback has not been recorded as a CALL activity use for pre-service teachers to use
in their lesson plan and classroom.
Liou, Wang & Hung-Yeh (1992) in their work titled “Can Grammatical CALL help EFL
writing?” speaks about the research conducted among 42 EFL students. The study proves that
Combination of instruction and CALL seems to contribute to L2 learning more than just
traditional instruction.
Azevedo (1995) his work “The Effects of Computer-Presented Feedback on Learning from
Computer-Based Instruction: A Meta-Analysis” conducts A Meta-Analysis of literature concerning
the effects of feedback on learning from computer based instruction. As per his findings, the
learners in the computer-presented feedback group performed better than 79% of the learners in
control group.
Nagata (1996) in her work “Intelligent Computer Versus Workbook Grammar Instruction”
speaks about CALL computer instruction in grammar conducted among 26 college Japanese
students. The study states that computer instruction is more effective for teaching grammatical
skills and intelligent feedback is important.
Nagata (1997) in her another work “Computer Assisted Meta-Linguistic Instruction to
Teach Grammatical Structures” discusses about two programs to test students’ use of the Japanese
particle. Her study centers around 14 second year college students studying Japanese Computer
exercises with metalinguistic feedback. The study states that it helped students understand
complex grammatical concepts.
Plankans (2001) in his work “Incorporating ESOL Learners’ Feedback and Usability Testing
in Instructor Developed CALL Materials” discusses about the use of usability testing to
systematically evaluate instructor developed materials. He found out that the instructor
developed materials can be more useful and user friendly.
Schulz (2003) in his work “Grammatical Errors and Feedback: Some Theoretical Insights”
has discussed about Theoretical aspects of providing error feedback for language learners. Based
on his study it has been proved that error correction is a worthy activity and both the error
diagnosis process and the provision of feedback ought to be based on a sound theoretical
understanding.
Heift (2004) in work “Corrective Feedback and Learner Uptake in CALL” discusses about
the effects of corrective feedback on learner uptake in CALL. His study proved that the study
participants showed the most learner uptake for feedback that provided an explanation of the
error in the student input.
Metcalfe (2009) in his work “Delayed Versus Immediate Feedback in Children’s and
Adult’s Vocabulary Learning” discusses about the effects of delayed and immediate feedback on

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Rupkatha Journal on Interdisciplinary Studies in Humanities, V8N3, 2016
grade 6 children learning school relevant vocabulary. In his point of view delayed feedback
produced better results than immediate feedback at the end of the experiment.
Iraji et.al (2014) in his work “Corrective Feedback and Learners’ Uptake across Gender in
an EFL Context” talks about the investigates the role of oral corrective feedback used in
communicative-based classes and also the role of teacher’s gender in provision of corrective
feedback that leads to learners’ uptake of different linguistic features. According to his findings
the uptake happened more for male learners’ classes regardless of teacher’s sex.
Lavolette (2015) explores the accuracy of feedback from Criterion, a program developed by
Educational Testing Service in is work “The Accuracy of Computer Feedback and Students’
Response to it”. In his observation immediate feedback is more beneficial than delayed.
The following table is inclusive of a few articles that discuss about the importance of
immediate feedback of CALL programmes over the traditional language learning method.

© AesthetixMS 2016. This Open Access article is published under a Creative Commons Attribution Non-Commercial 4.0 International License
(http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work
is properly cited. For citation use the DOI. For commercial re-use, please contact editor@rupkatha.com.
List of articles that discuss the advantage s of immediate feedback of CALL
Table-1
Sl.no Name of the
Author
Title of the
Paper
Year of
Publication
Subject discussed Number of
Participants
Method Major findings
1 Liu et.al Can
Grammatical
CALL Help
EFL Writing
Instruction?
1992 Research report on
whether grammatical
CALL can help
English writing
instruction in
Taiwan R.O.C
42 Quantitative Immediate
feedback
helpful=83%
Less pressure in
CALL than in
classroom=73%
2 Azevedo The Effects of
Computer-
Presented
Feedback on
Learning from
Computer-
Based
Instruction: A
Meta-Analysis.
1995 A Meta-Analysis of
literature concerning
the effects of
feedback on learning
from computer based
instruction.
53 Quantitative Learners in the
computer-
presented
feedback group
performed better
than 79% of the
learners in control
group.
3 Nagata Computer Vs.
Workbook
Instruction in
second
Language
Acquisition
1996 Computer feedback
is more effective
than simple
workbook answer
sheets for developing
learners’
grammatical skill in
producing Japanese
particles and
sentences.
26 experimental Computer assisted
immediate
feedback is more
effective than text
book exercises to
learn the essential
grammatical
lessons in
Japanese

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Rupkatha Journal on Interdisciplinary Studies in Humanities, V8N3, 2016
4 Nagata Effectiveness
of computer
assisted
metalinguistic
instruction for
teaching
grammatical
structures
such as
Japanese
particles
1997 Effectiveness of
computer instructed
metalinguistic
instruction for
teaching complex
grammatical
structures such as
Japanese particles
14 experimental Computers’
ongoing
metalinguistic
feedback can lead
learners to
perform
significantly
better than
translation
feedback group
5 Plakans Incorporating
ESOL
Learners’
Feedback and
Usability
Testing in
Instructor
Developed
CALL
Materials
2001 The use of usability
testing to
systematically
evaluate instructor
developed materials
Not mentioned experimental Instructor
developed
materials can be
more useful and
user friendly
6 Schulze Grammatical
Errors and
Feedback:
Some
Theoretical
Insights
2003 Theoretical aspects
of providing error
feedback for
language learners
Not mentioned Not mentioned Error correction is
a worthy activity
and both the error
diagnosis process
and the provision
of feedback ought
to be based on a
sound theoretical
understanding
7 Heift Corrective
Feedback and
Learner
Uptake in
2004 The effects of
corrective feedback
on learner uptake in
CALL
177 Quantitative Study participants
showed the most
learner uptake for
feedback that

264
A Brief Review of Literature on Immediate Feedback Studies in CALL
CALL
provided an
explanation of the
error in the
student input.
8 Metcalfe et.al Delayed
Versus
Immediate
Feedback in
Children’s and
Adult’s
Vocabulary
Learning
2009 Effects of delayed
and immediate
feedback on grade 6
children learning
school relevant
vocabulary
not mentioned experimental Delayed feedback
produced better
results than
immediate
feedback at the
end of the
experiment
9 Iraji et.al Corrective
Feedback and
Learners’
Uptake across
Gender in an
EFL Context
2014 Investigates the Role
of Oral Corrective
Feedback Used in
Communicative-
Based Classes and
also the role of
Teacher’s Gender in
Provision of
Corrective Feedback
that Leads to
Learners’ Uptake of
Different Linguistic
Features
8 Descriptive design
(both quantitative
and qualitative)
The uptake
happened more
for male learners’
classes regardless
of teacher’s sex.
10 Lavolette The Accuracy
of Computer
Feedback and
Students’
Response to it
2015 Explores the
accuracy of feedback
from Criterion, a
program developed
by Educational
Testing Service
36 experimental Immediate
feedback is more
beneficial than
delayed

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Rupkatha Journal on Interdisciplinary Studies in Humanities, V8N3, 2016
The table above contains the list of articles and its particular features. The following review of literature is a description of those
facts presented in the table.
List of articles that do not discuss the significant use of immediate feedback in the CALL studies in India
Table-3
Sl.
no
Name of
the Author
Title of the
Paper
Year of
Publicati
on
Subject discussed Number of
Participants
Method Major findings
1
Zyoud
Development of
Computer-
Assisted English
Language
Teaching for VIII
standard Gujarati
medium students
1999
the achievement of
students in terms of
vocabulary, grammar and
comprehension by the
material
46
Experimental
The
students started
interacting with the
computer without the
interference of the
teachers. The computer
exercises helped the
students to become
familiar with the
vocabulary, grammar
and comprehension
2
Rajendrasing
h P Rathod
T
ry
-
out
Learning of
Selected Topic of
Standard IX
Students in
English Grammar
2000
The study was to compare
the changes that students
experience when branching
program materials are
introduced over the
traditional learning
method of English
grammar.
90
Experimental
The branching progr
am
was found most
effective than the
traditional method and
took very short time to
achieve results.
3
I M Badiyani
Try
-
out of
Computer Aided
Language
Learning Package
for Teaching of
Action Verbs in
English Language
2005
to try out the CALL
package in place of
traditional method of
instruction
57
Experimental
The results from the
students using CALL
package proved to be
much better than those
students who follow
traditional methods of
instruction

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A Brief Review of Literature on Immediate Feedback Studies in CALL
4
M D Acharya
Effectiveness of
Games, Work-
card and Self-
Instructional
Material on
English Language
Learning.
2005
Role of
Self-instructional materials
in language learning
146
Counter
experimental study
The study proved that
though there were no
significant variation
among the students
who learned through
games, when compared
to work card and self-
instructional materials,
the games approach is
far more effective
5
R B Sakiya
Effectiveness
Work-card and
Programmed
Learning as a self
learning
technique with
Reference to
Teaching of
English Grammar
2006
preparation of work card
material and programmed
learning material on the
three units of English
grammar such as Active
and Passive voice, Tenses
and Clauses
294
Not mentioned
The work card material
is far more effective
than the programmed
learning method for the
boys who had high and
low achievement level
in English. Whereas the
results for the girls
having both high and
low level achievement
were identical
6
M S
Choudhary
A Comparative
Study of
Programmed
Learning and
Computer
Assisted Learning
on Direct-
Indirect Speech
2007
Comparison between
programmed learning and
Computer Assisted
learning on direct and
indirect speech
270
Not mentioned
the conventional
method was more
effective when
compared to the
computer assisted
learning for the topic of
‘direct-indirect speech’
of standard-IX.
7
Harshad
Metha
Development and
Effectiveness of
Computer
Assisted
Instruction
2007
students reactions towards
learning English grammar
through Computer
Assisted Instruction
package
48
experimental
The study proves that
the CAI Package
developed to teach
adjective in English
grammar is far more

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Rupkatha Journal on Interdisciplinary Studies in Humanities, V8N3, 2016
Programme for
Teaching of
Adjective in
English Language
effective
than the
traditional one
The facts presented in the above table is explicated in the following review of literature

© AesthetixMS 2016. This Open Access article is published under a Creative Commons Attribution Non-Commercial 4.0
International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use,
distribution, and reproduction in any medium, provided the original work is properly cited. For citation use the DOI.
For commercial re-use, please contact editor@rupkatha.com.
Review of literature that do not discuss the significant use of immediate feedback in the
CALL studies in India
Zyoud (1999) in his work “Computer- Assisted English Language Teaching for VIII standard
Gujarati medium students” discusses about the achievement of students in terms of vocabulary,
grammar and comprehension by the material. The sample consisted of 66 students from Rosary
school Baroda as the experimental group and 46 GEB school Baroda as the control group. The
results were positive that the students started interacting with the computer without the
interference of the teachers. The computer exercises helped the students to become familiar with
the vocabulary, grammar and comprehension.
Rajendrasinh P. Rathod (2000) in his research has prepared try- out learning of selected
topic of standard IX students in English grammar. His study was to compare the changes that
students experience when branching program materials are introduced over the traditional
learning method of English grammar. The sample size was 90 students from class IX. The study
proved that the branching program was found most effective than the traditional method and
took very short time to achieve results.
I.M.Badiyani (2005) has conducted a study on CALL and developed a Try-out of computer
aided language learning package for teaching of action verbs in English language. The objective of
the study was to try out the CALL package in place of traditional method of instruction. His
experimental group was inclusive of 3 groups of 29 students and 3 groups of 28 students each
formed his control group. The results from the students using CALL package proved to be much
better than those students who follow traditional methods of instruction.
M.D.Acharya (2005) has conducted a study on Effectiveness of games, work-card and self-
instructional material on English language learning. Her sample size for the research was 146
students from class IX of Gujarathi medium school in Kadi. The researcher used counter
experimental design for the study. The study proved that though there were no significant
variation among the students who learned through games, when compared to work card and self-
instructional materials, the games approach is far more effective.
R.B. Sakhiya (2006) in her study “Effectiveness Work-card and Programmed Learning as a
self-learning technique with Reference to Teaching of English Grammar” discusses her
preparation of work card material and programmed learning material on the three units of
English grammar such as Active and Passive voice, Tenses and Clauses. The study was intended to
evaluate the+- effectiveness of the work card material and the programmed learning material on
English grammar and its relationship with achievement level and sex of the students. Her sample
consisted of 294 students of standard IX of Gujarati medium schools of Rajkot city. Her study
proved that work card material is far more effective than the programmed learning method for
the boys who had high and low achievement level in English. Whereas the results for the girls
having both high and low level achievement were identical.
M.S.Chaudhary (2007) describes constructing programmed learning for the students of
standard IX in his thesis “A Comparative Study of Programmed Learning and Computer Assisted
Learning on Direct-Indirect Speech” for the students of std-IX in English”. His total sample
consists of 270 students from class IX from three schools in Mehsana district, selected through

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Rupkatha Journal on Interdisciplinary Studies in Humanities, V8N3, 2016
cluster sampling method. The results of his study showed that, the conventional method was
more effective when compared to the computer assisted learning for the topic of ‘direct-indirect
speech’ of standard-IX.
Harshad Metha (2007) in his thesis “Development and Effectiveness of Computer Assisted
Instruction Programme for Teaching of Adjective in English Language” speaks about students
reactions towards learning English grammar through Computer Assisted Instruction package. Her
sample consisted of 48 students of grade IX. The study proves that the CAI Package developed to
teach adjective in English grammar is far more effective than the traditional one.
Conclusion
Immediate feedback is a unique facility that computers provide to its users. The advantages of
this facility are far reaching as far as language learners are considered. More than any manual
feedback system and correction program, electronic feedback is what turns instrumental in quick
learning, creating an impact on quick positive results. While Metcalfe et al (2009) in their initial
experiments found that delayed feedbacks to the learners makes it more effective when compared
to immediate feedback which they observed as a confound in their further research, the short
retention level which is quite obvious in delayed feedback makes it a failure while analysing it in a
long run. From the review of literature conducted in this paper, even though a few scholars in
Europe like Ken Hyland (2006) and Fiona Hyland (2006) have done some exploration on this
aspect, it is very much evident that a serious study is necessary on the aspect of electronic
feedback system that the computer assisted language learning program offers. This paper has
recorded review of some of the available literature related to studies that mention immediate
feedback as an important aspect of CALL.
References
Abberton, E., &Fourcin, A. (1975). Visual feedback and the acquisition of intonation. In E. H. Lenneberg, &
E. Lenneberg (Eds.), Foundations of language development( New York: Academic Press.
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