CONSTRUCTIVE FEEDBACK IN ADULT LANGUAGE LEARNING ENVIRONMENTS

Abstract

This article delves into the pivotal role of constructive feedback in adult language learning environments. Recognizing its transformative impact on learning outcomes, idea quality, and learner engagement, the synthesis draws insights from diverse theoretical perspectives. Theoretical foundations such as behaviorism, professional culture, and age-specific considerations provide a comprehensive framework for future research directions. By examining multifaceted aspects of feedback organization and effectiveness, the article explores self-regulated learning, affective dimensions, and learner beliefs. The study aims to contribute substantially to the advancement of feedback theory by addressing gaps and challenges specific to adult language learning contexts.