Opening the Affect–Accuracy Black Box of Corrective Feedback Timing: Multimodal Evidence from Human-Led Online L2 Speaking Instruction

Corrective feedback timing remains contested in online L2 speaking instruction, partly because oral accuracy and affective responses are often examined separately or through group-level outcomes. This study examines the affect–accuracy process by integrating Complex Dynamic Systems Theory, multimodal learning analytics, and microgenetic analysis. Eight adult A2 English learners were randomly assigned to immediate corrective feedback (ICF) or delayed corrective feedback (DCF) conditions during hu