The Comparative Effect of Immediate and Delayed Feedback on EFL Learners' Engagement and Willingness to Collaborate

This study examines the comparative effects of immediate and delayed feedback on the engagement and willingness to participate in collaborative learning of English as a Foreign Language (EFL) learners. Ninety EFL students at Guangxi University participated in a quasi‐experimental study across three conditions: no feedback, immediate feedback, and delayed feedback. Using one‐way ANOVA, the results revealed that both feedback types significantly influenced learners' engagement across affective, cognitive, and behavioral dimensions, with immediate feedback yielding significant effects in the affective and cognitive domains. Delayed feedback, however, was more effective in fostering willingness to collaborate, likely due to the reflective space it provided. These findings suggest that the timing of feedback plays a crucial role in shaping learner outcomes and should be strategically aligned with instructional goals. The study highlights the importance of context‐sensitive feedback practices, particularly in digital learning environments where timing constraints and student autonomy vary.