The Impact of Digital Self-Feedback Tools on English Language Learning among Baccalaureate Students in a School Context
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https://doi.org/10.65415/h19r8c50Palabras clave:
digital self-feedback, English language learning, baccalaureate students, online learning platforms, EFL, automated feedback.Resumen
This study examined the impact of digital self-feedback tools on English language learning among baccalaureate students in a school context. A quantitative quasi-experimental pre-test and post-test design was employed to measure changes in students’ English language performance after the systematic use of online learning platforms that provided immediate corrective feedback. The participants were baccalaureate students enrolled in regular English as a Foreign Language classes. Data were collected through an English language achievement test and platform-generated performance records. The intervention focused on vocabulary, grammar, sentence construction, reading comprehension, identification of main ideas, interpretation of contextual information, and overall language use. Results showed that the overall mean increased from 2.68 in the pre-test to 4.08 in the post-test, indicating a shift from a moderate to a high level of performance. Improvement was observed across all eight evaluated criteria, with the greatest gains in overall language use and grammatical accuracy. The findings suggest that digital self-feedback tools can support English language development by providing immediate correction, opportunities for repeated practice, and greater learner involvement in the learning process. The study supports the integration of online platforms with self-feedback functions as complementary resources in baccalaureate EFL instruction.
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Derechos de autor 2026 Cinthya Carlota Delgado Herrera
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
