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Abstract This study explored the impact of feedback-supported tasks and peer-work activities on language learners’ engagement, self-esteem, and language growth in a university setting in Saudi Arabia. Employing a sequential explanatory mixed-methods design, 45 participants in the experimental group and 43 in the control group underwent 15 sessions of treatment, while traditional instruction was provided to the control group. Pre- and posttests and semi-structured interviews were employed for data collection. Results indicated a significant increase in engagement and self-esteem among experimental participants compared to the control group. Language growth, assessed through a teacher-made test, also demonstrated a significant improvement in the experimental group. The findings align with Vygotsky’s Socio-Cultural Theory and Long’s Interaction Hypothesis, emphasizing the pivotal role of collaboration in language learning. However, limitations include the specific context and the absence of a delayed posttest. Implications for educators, syllabus designers, curriculum developers, and policymakers underscore the importance of integrating collaborative and feedback-oriented strategies into language instruction for enhanced learning outcomes. This research contributes valuable insights for shaping effective language education practices, while suggestions for future research encourage a more comprehensive exploration of long-term effects and contextual variations. |
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