ESP-4344

Published

2025-12-19

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Vol. 10 No. 12 (2025): Publishing

Section

Research Articles

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Copyright (c) 2025 Qizhe Hu, Suwaree Yordchim

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How to Cite

Hu, Q., & Suwaree Yordchim. (2025). Effects of intelligent feedback system environment on adult EFL learners’ metacognitive monitoring and proceduralization process: an intervention study based on procedural language. Environment and Social Psychology, 10(12), ESP-4344. https://doi.org/10.59429/esp.v10i12.4344

Effects of intelligent feedback system environment on adult EFL learners' metacognitive monitoring and proceduralization process: an intervention study based on procedural language

Qizhe Hu

Suan Sunandha Rajabhat University, Thailand

Suwaree Yordchim

Suan Sunandha Rajabhat University, Thailand


DOI: https://doi.org/10.59429/esp.v10i12.4344


Keywords: intelligent feedback system; metacognitive monitoring; language proceduralization; adult English learning

Abstract

This research examines the relationship between an intelligent feedback system grounded in procedural language theory and adult EFL learners' metacognitive monitoring and knowledge proceduralization. Using a quasi-experimental design, 100 adult learners from Shanghai University's continuing education program were assigned to either intelligent feedback or traditional feedback groups for 16 weeks. The intervention followed procedural language model theory through three stages: knowledge activation, proceduralization, and automatization. Assessment tools included CSE-based standardized tests, metacognitive accuracy measures, and satisfaction surveys.

The intelligent feedback group gained 12.3 points in overall proficiency, surpassing the traditional group's 7.1-point increase, with a between-group effect size of 0.68. Speaking and writing showed the largest between-group effects (d = 0.72 and 0.78 respectively). Regarding metacognitive monitoring accuracy, the intelligent feedback group's bias value decreased from 18.3 to 7.2, while the relative accuracy gamma coefficient increased from 0.42 to 0.71. Mediation analysis revealed that metacognitive accuracy partially mediated the effect of intelligent feedback on language proceduralization, with the indirect effect accounting for 42% of the total effect.

The study provides evidence for a positive association between intelligent feedback systems and language knowledge proceduralization and metacognitive development among adult English learners, providing both theoretical foundations and practical guidance for the deep integration of educational technology and language teaching. The findings offer significant implications for instructional innovation in adult continuing education.

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