Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
424 citations recorded by the source corpus.
Abstract While many studies have examined the impact of written corrective feedback (WCF) on L2 learners’ subsequent writing, learner engagement with WCF has been under-conceptualized and under-explored: Not only has the term “learner engagement” been often used without being clearly defined, but few studies have sought to investigate this aspect. Informed by Ellis's ((2010) Studies in Second Language Acquisition, 32, 335–349) multiple-dimensional perspective on learner engagement with corrective feedback, this paper reports on a naturalistic case study involving four non-English major Chinese EFL learners which was conducted to explore how learners cognitively, behaviorally, and affectively engage with WCF. Data collected from multiple sources, including learners’ written texts, interviews, retrospective verbal reports, and teacher–student writing conferences show the complexity of learner engagement within and across the cognitive, the behavioral, and the affective dimensions. Also prominent in the data are individual differences in learner engagement with WCF, which may be attributed partly to learners’ beliefs and experiences about WCF and L2 writing, their L2 learning goals, and to the interactional context in which WCF was received and processed. Findings suggest that teachers need to have a thorough understanding of students’ backgrounds and beliefs and that they should carefully plan their WCF strategies to enhance students’ engagement with WCF.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/dfd2c6d4904f61d18cc4d322c8666728b83052e6
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Citations in the corpus
- Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression (2018, methodology): “For example, engagement has been used by Ellis (2010) in his conceptualization of learners’ responses to corrective feedback, and his model of engagement has been used in empirical work mapping students’ reactions to teacher corrections (e.g. Han & Hyland, 2015).”
- Student engagement with teacher and automated feedback on L2 writing (2018, methodology): “These three perspectives were also adopted by Han and Hyland (2015) in their study of four 2 Download English Version: https://daneshyari.com/en/article/6831515 Download Persian Version: https://daneshyari.com/article/6831515 Daneshyari.com”
- Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students (2018, methodology): “Cognizant of the importance of student engagement in investigating WCF, several recent studies have explored how average and more advanced English as a foreign language (EFL) students engage with corrective feedback (e.g. Han & Hyland, 2015; Zhang, 2017).”
- Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, methodology): “In research on academic writing, student engagement with feedback on writing has been regarded as shown in the affective, behavioural, and cognitive dimensions (Ellis 2010; Han and Hyland 2015; Zhang 2017; Zheng and Yu 2018).”
- Written corrective feedback from sociocultural theoretical perspectives: A research agenda (2018, background): “…assumption underlying this research task is that learners, and particularly adult learners, exercise some volitional control over what they notice in any feedback they receive on their writing and how they respond to the feedback (see Hyland 1998; Storch & Wigglesworth 2010a, b; Han & Hyland 2015).”