Interaction and feedback on digital platforms for English speaking practice in higher education: an integrative review
TL;DR
It is concluded that pedagogical value depended less on the isolated tool than on task design and the formative use of feedback, and hybrid sequences showed the most consistent pattern by combining individual rehearsal, teacher mediation, and peer interaction.
Abstract
Digital platforms expanded opportunities for English speaking practice in higher education, but their contribution depended on how interaction and feedback were organized. This study analyzed these dimensions in digital environments designed for university-level speaking practice. A descriptive-analytical integrative review was conducted. Twenty-five full-text documents were assessed, and 15 empirical studies published between 2021 and 2026 were included. Extraction addressed interlocutor type, temporality, feedback source, technological environment, pedagogical sequence, outcomes, and limitations; quality was appraised with design-appropriate Mixed Methods Appraisal Tool criteria. Human interaction supported spontaneity and meaning negotiation; asynchronous activities enabled repetition and self-observation; and automated systems expanded practice and provided immediate responses, although their accuracy, naturalness, and ability to sustain engagement varied. Hybrid sequences showed the most consistent pattern by combining individual rehearsal, teacher mediation, and peer interaction. The review concludes that pedagogical value depended less on the isolated tool than on task design and the formative use of feedback.