The effect of pending feedback on the IELTS speaking test result: grammatical range and accuracy in focus

Oct 15, 2026

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Providing feedback on EFL learners’ speaking errors has been widely examined, with research documenting its instructional benefits. This study analyzes the impact of “pending feedback,” where learners independently discover the correct answer. Grounded in Skill Acquisition Theory, it supports feedback for consolidating knowledge through declarative knowledge and automatization phases, while sociocultural theory and the Noticing Hypothesis emphasize autonomy and language awareness. Results from 60 IELTS learners show improved speaking scores and a strong link to pending feedback frequency.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Feedback in language learning

Definitions and classifications of feedback

Prior research and pending feedback concept

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 8 (1), 102484 (2025) [https://doi.org/10.29140/ajal.v8n1.102484](https://doi.org/10.29140/ajal.v8n1.102484) The effect of pending feedback on the IELTS speaking test result: grammatical range and accuracy in focus ZAHRA ZARGARAN, PhD University of Technology and Applied Sciences, Shinas, Oman Abstract Providing feedback on EFL Learners’ speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, [et.al](et.al), 2021; Hartono, 2022) . This study investigates the impact of“pending feedback”, a type of feedback where students must independently discover the correct answer. This research emphasizes the need for feedback in solidifying knowledge during targeted practice based on Skill Acquisition Theory (Dekeyser, 2020), which holds that language acquisition moves through declarative knowledge, proceduralization, and automatization phases; Furthermore, the sociocultural theory (Vygotsky, 1978) guides this study and emphasizes the need for learner autonomy and interaction in supporting language development. Moreover, the study uses Schmidt’s (1990) Noticing Hypothesis, which holds that cognitive awareness or “noticing” of language structures is necessary for language acquisition. Sixty IELTS learners, 30 in the experimental group and 30 in the control group, were recruited. Both groups displayed similar pre-test results. The experimental group received pending feedback, while the control group received teacherselected feedback methods, excluding pending feedback. To find any possible significant difference in the group’s performance and to detect the relation between pending feedback frequency of occurrence and the increased speaking scores in the experimental group, an Independent Sample t-test and Pearson correlation were conducted on two groups of participants. The experimental group improved IELTS speaking scores, indicating a strong correlation between pending feedback and better speaking performance. Additionally, the frequency of pending feedback was examined within the experimental group, further confirming that students who received more frequent pending feedback opportunities indicated enhanced performance. Keywords: IELTS speaking; correct answer; pending feedback; speaking errors Introduction The feedback stage mainly highlights the interaction between the teacher and students. Feedback is a valuable tool for assessing students’ language learning progress and needs. The goal of using feedback is to make students more conscious of their learning and accomplishments. Additionally, it aids students’ ability to assess their progress and performance in learning a second language and to adjust as needed. When arranged appropriately, feedback guides students by providing instructions and pointers on accomplishing specific objectives. Consequently, it increases engagement and lesson absorption (Bojar, 2018) . Feedback is an interactive stage in the classroom where teachers and students engage in assessment; it is focally used to notify students of their learning gaps. Hyland and Hyland (2006) believe that the ultimate goal of feedback is to make students more independent. They can evaluate their essays critically and change their cognitive process and essays when necessary. In other words, feedback allows students to develop and master metacognitive skills or strategies. Furthermore, Butler and Winne (1995) proposed that feedback has a particular impact on the choice and formulation of learners’ goals, the selection, adoption, and output of cognitive strategies, and the evaluation of learning outcomes, thus further affecting learners’academic achievement. The selection and formulation of goals, the selection and adoption of cognitive strategies, and the evaluation of learning

FAQs

What is “pending feedback” in this study?

Pending feedback requires learners to independently discover the correct answer rather than being directly provided with it.

How was the study conducted to test pending feedback’s effect?

Sixty IELTS learners were split into experimental and control groups, followed by an Independent Sample t-test and a Pearson correlation to compare performance and examine relationships.

What were the main findings about speaking performance?

The experimental group improved IELTS speaking scores, showing a strong correlation between pending feedback and better speaking performance, and greater frequency of pending feedback opportunities further enhanced results.

Oct 15, 2026

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