Written Corrective Feedback: The Role of Learner Engagement

Moser, Alia

doi:10.1007/978-3-030-63994-5

Cited by 11 publications

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“…However, the engagement of the particular individuals is mostly qualitatively explored in case studies. Nevertheless, a mixed study is extensively welcomed to offer cogent evidence (Moser, 2020 ). Multiple methods can facilitate the elicitation of learners' thoughts to present a finer-grained picture of learner engagement (Shi, 2021 ).…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

EFL Learner Engagement in Automatic Written Evaluation

Liu

2022

Front. Psychol.

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Recent years have witnessed increasing popularity in the use of automatic written evaluation (AWE) in the writing context for its immediacy and high accessibility for EFL learners. Meanwhile, the effectiveness of the AWE tool in writing accuracy and ability is fully appreciated by the previous researchers. However, students' engagement in the revising process, key factors that mediate the uptake of feedback, and learning effect have not aroused much attention as expected. Thus, this review aimed to depict a broader picture of learners' behavioral, cognitive, and affective engagement in AWE feedback to bring a further understanding of how learners process the feedback and make the decision from a psychological perspective. Firstly, widely adopted targets in AWE research are discussed. Then, the definition of learner engagement and its constructs are presented based on existing research. After that, the link between AWE feedback and learner engagement has been taken into consideration. Finally, conclusions and suggestions are provided for insightful studies.

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Section: Conclusion and Suggestionsmentioning

confidence: 99%

EFL Learner Engagement in Automatic Written Evaluation

Liu

2022

Front. Psychol.

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“…Accordingly, it is crucial to conceptualize L2 learners’ responsibility with CF and to motivate their proactive receptivity to feedback ( Zhang, 2021 ). Only by meeting this criterion can learners be actively engaged with the CF provided and eventually benefit from it ( Moser, 2020 ). As Wiliam (2011 , p. 129) pointed out, “feedback should be more work for the recipient than the doner.” Ellis (2010) emphasized that learner engagement is an important factor, and there is a need to understand why and how L2 learners engage with CF.…”

Section: Introductionmentioning

confidence: 99%

“… Shen and Chong (2022) claimed that learner engagement is closely linked to learning outcomes, with different degrees of engagement predicting different responses to CF and different academic outcomes. Moser (2020) suggested that engaging students is not simply to promote their engaged time or attendance for academic performance. It requires a holistic understanding of students’ feelings, attitudes, and active behavior, as well as their psychological connections within academic contexts.…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, learner engagement with CF is central to ensure learning outcomes, which mediate the efficiency and effectiveness of CF ( Pitt and Norton, 2017 ). Moser (2020) posited that the three taxonomies of cognitive, affective, and behavioral engagement are at the heart of learners’ dynamic engagement processes. Zheng and Yu (2018) further clarified that the three dimensions are interrelated under the meta-construct of learner engagement with CF.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, as stated by Guilloteaux (2016) , phenomenological, demographic, and instructional factors affect student engagement. In a similar vein, Moser (2020) proposed the engagement-mediator-feedback model and stated that students’ emotions, cognition, and behavior influence engagement, which then impacts L2 learning and achievement. The model also emphasized that the mediating factors impeding or fostering engagement should not be underestimated, and that these factors, including attitudes, emotions, peers, teachers, friends, and family, play a crucial role in maintaining and improving learner engagement with CF.…”

Section: Introductionmentioning

confidence: 99%

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The role of learner engagement with corrective feedback in EFL/ESL classrooms

Líu

Feng

2023

Front. Psychol.

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As corrective feedback (CF) is conducive to students’ second language (L2) development, a considerable number of studies have investigated the effects of different types of CF strategies on EFL/ESL learning achievement. However, the role of learner engagement has been largely neglected in the field of CF research. The present study aims to describe the role of learner engagement with CF in EFL/ESL classrooms by reviewing theoretical and empirical evidence. The findings reveal that learner engagement is indispensable for CF to be effective, and providing strategies for working with CF is essential to guide EFL/ESL learners in their learning process. The implications for teacher CF practice and learner engagement training are also discussed.

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Written Corrective Feedback as a Pedagogical Technique

Lee

2023

The Encyclopedia of Applied Linguistics

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In the teaching of L2 writing, responding to student writing has often been described as the most time‐consuming enterprise for teachers. In many L2 writing classrooms, much of teacher attention is focused on providing feedback on linguistic errors, which is known as written corrective feedback (WCF) (also referred to as grammar feedback, error feedback, grammar correction, or error correction). WCF is based on an assumption that students cannot improve written accuracy if their writing is not corrected. Truscott (1996), however, argued for the ineffectiveness of WCF and total abandonment of grammar correction, which sparked a heated debate about the role of WCF in L2 writing classrooms. Since then, research on WCF has grown exponentially, and WCF has become one of the most popular research topics within the field of L2 writing. Equally, WCF has drawn the attention of L2 writing teachers who, in one way or another, share concerns about the amount of time they spend on WCF and are eager to find ways to maximize the benefits of WCF for their students. The crucial questions are: In what ways can WCF support L2 learning, and what are the implications for classroom practice? To answer the questions, this entry examines the role of WCF in L2 learning from cognitive and sociocultural perspectives. Drawing on insights from the dual perspectives, it discusses how WCF can be utilized as a pedagogical technique to facilitate L2 learning. The entry concludes with suggestions for future research.

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Written Corrective Feedback: The Role of Learner Engagement

Cited by 11 publications

References 0 publications

EFL Learner Engagement in Automatic Written Evaluation

EFL Learner Engagement in Automatic Written Evaluation

The role of learner engagement with corrective feedback in EFL/ESL classrooms

Written Corrective Feedback as a Pedagogical Technique

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