Is More Always More? Multimodality and Delayed Corrective Feedback in Second Language Learning

Abstract Drawing on Mayer's (2001) multimedia learning theory, which predicts enhanced learning when information is processed through both visual and auditory channels, this study examined the effectiveness of delayed corrective feedback (CF) modality in a video‐based, computer‐mediated communication (CMC) context. Delayed CF was provided 24 hr after task completion either orally through video clip overlays; in written, on‐screen text; or multimodally through a combination of both and was compared with a no‐feedback control group in a pretest–posttest–delayed posttest design. One hundred eight preintermediate, Spanish‐speaking English learners completed a description activity targeting ‐ ing and ‐ ed participial adjectives and received video replays with embedded feedback. Learning outcomes were measured through an oral production task and a grammaticality judgment test. Results showed that all feedback groups outperformed the no‐feedback group immediately after treatment on oral production, but these benefits were short‐lived. Multimodal delayed CF offered no additional advantages over unimodal delayed CF.