Student engagement with computermediated teacher written corrective feedback: A case study

Abstract

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-mediated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students' written texts, screencasts that captured students' revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts' accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments.

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

“…These findings are in line with AbuSeileek and Abu Sa'aleek (2012) and (Safitri, 2021) who found that lecturers use track changes and word processors when providing CF. The results, however, refute the claim made by Henderson and Phillips (2014) that users can now record their computer screens and add voiceovers using screen capture software to provide remedial feedback and Koltovskaia and Mahapatra (2022) who found that the most frequently used feedback mode was the directly written CF.…”

“…AbuSeileek and AbuSeileek (2012) assert that the computer acts as a teaching and learning tool and can be used in assessing students' write-ups while providing necessary feedback. It can also be referred to as the textual input delivered by computer software that has been installed in order to directly or indirectly repair students' writing faults (Koltovskaia and Mahapatra, 2022). It is a relatively new research path and has affective impacts on students in tertiary institutions (Al-Ansi et al ., 2019; Bahari, 2021).…”

“…Koltovskaia and Mahapatra (2022) conducted a study on students' engagement with computer-mediated teacher-written CF. Results showed that the most frequently used feedback mode was direct written corrective feedback.…”

“…Results showed that students who got electronic input significantly outperformed those who received oral feedback in terms of reducing conjunction errors. Koltovskaia and Mahapatra (2022) conducted a study on students' engagement with computer-mediated teacher-written CF. Results showed that the most frequently used feedback mode was direct written corrective feedback.…”

Less-proficient EFL students' use of Grammarly in writing: Behavior, cognition, and affect

“…On the other hand, CF has also been perceived as ineffective and even potentially "harmful … [to] students' ability to write accurately" (Truscott, 2007, p. 270) and to use the language correctly in practical ways in communication as it may impede learners' fluency, overemphasize form at the expense of meaning, and overlook underlying causes of errors (Truscott, 2007(Truscott, , 2016. In addition, a study conducted by Koltovskaia and Mahapatra (2022), which examined two ESL students' behavior, cognitive, and affective engagement with computer-mediated teacher CF, highlights that while direct CF "provides a solution for students," they "do not have to use a lot of cognitive resources to resolve the issue" (p. 306). In this way, it may not guarantee learning.…”