Innovation in Language Learning

It has been said that, for second language learners, encouragement from the instructors through voice and feedback has a psychologically positive impact on improving language acquisition [1]. Although such feedback is best given face-to-face, it is often difficult for instructors to provide personalized feedback when class sizes are large. In this study, 130 Japanese learners of English with different levels of proficiency, anxiety, and motivation were administered a series of online productive skills both speaking and writing tasks using a PC or tablet during their academic semester. Their responses were digitally recorded and then sent to native English speakers for the purpose of providing personalized feedback. In addition, pre- and post-test questionnaires were given to students to measure learners' psychological aspects and willingness to learn and use English following feedback. Psychological aspects [2] and changes in learners' English language proficiency that were brought about by receiving feedback were examined. Simultaneously, a corpus analysed the vocabulary and sentences used in the content of the evaluators' feedback comments. The results showed tangible evidence of learners' linguistic and affective improvement, suggesting that repeated practice with personalized feedback may help L2 learners improve their linguistic skills, gain confidence, and develop positive emotions.