Exploring the Role of Feedback in Enhancing Engagement of First-Year Students in Online English Language Learning

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 = ۲.۱/۰) compared with those receiving minimal or delayed feedback (M = ",), a difference supported by statistical analysis (۲,۱۱۷) = ۱۲.۸۴, 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.

Keywords:

Feedback in Language Learning , Online Student Engagement , First-Year University Students , Formative and Summative Feedback , English Language Education