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Feedback in educational contexts has been considered crucial to learning, and researchers have been holding opposite conclusions on the effects of the feedback timing for decades. Researchers have been holding opposite conclusions on the effects of the feedback timing for decades. A closer reading of the timing of feedback literature which favored delayed feedback reveals that the conclusion is premature. Many of these studies contain methodological flaws that undermine their conclusions. This project hypothesized that immediate feedback is at least as effective as delayed feedback when the same time interval between feedback and posttest are the same, and we would like to know which feedback interval better helps students learning factual and conceptual knowledge in a Chinese language classroom.
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