Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Mao, Zhicheng; Lee, Icy

doi:10.1002/tesq.3071

Cited by 21 publications

(13 citation statements)

References 34 publications

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“…Second, social networks broaden interaction options outside the classroom walls and, hence, beyond the time limits of the classroom and the typical narrow circle of pair and group work interlocutors (Carless, 2022, Liu & Hansen, 2005. Thirdly, student conferences are considered to aid in the development of studentcentered conversations, the development of a sense of community, the raising of group awareness, and the increase of student involvement as a result of increased opportunities for student-student contact with the teacher acting as a facilitator (Carless, 2022, Mao, & Lee, 2022, and Warschauer, 2002.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Tran¹,

Phạm²

2023

INT J INSTRUCTION

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The purpose of this study is to compare the impacts of two different modes of epeer feedback on the students' writing skills to see which mode should be better used to train the students' writing skills. The current study included 66 first-year students from the University of Foreign Language Studies in Danang City, Vietnam. The quasi-experimental research design was employed in the study. The two groups were taught how to compose a paragraph writing with peer comments in two rounds (1st & 2nd drafts). One group used Moodle (LMS), while the other used Facebook for e-peer feedback. Data collection was from pre-and post-tests for quantitative analysis. The research indicated that both types of e-peer feedback had a significant influence on students' writing abilities. However, the Moodle peer comments had little effect on students' writing length, but the e-peer remark on Facebook had a considerable impact. Post-test comparisons show that students who conducted peer comments on Facebook were considerably more diverse than their peers who conducted them in Moodle.

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Section: Introductionmentioning

confidence: 99%

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Tran¹,

Phạm²

2023

INT J INSTRUCTION

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“…On the other hand, learning and knowledge construction are mediated through interaction with others (Doolittle, 1997). Students who engage in collaboration during peer feedback sessions can negotiate meaning and construct their understanding of language mechanics, or local aspect, and discursive features, or global aspect (Mao & Lee, 2022).…”

Section: Theoretical Framework: a Sociocultural Perspectivementioning

confidence: 99%

Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective

Gao¹,

Wang²

2022

JLE

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Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices. Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process. Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process. Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices. Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.

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“…While the bulk of research has examined the use of PEF for improving written accuracy, such narrow research scope falls short of uncovering the full potential of PEF. Given that linguistic accuracy is only a small part of teaching L2 writing and students’ responses to feedback is not confined to linguistic errors (Mao and Lee, 2021; Song et al, 2017), further research may go beyond the language dimension to explore the value of PEF for enhancing the content and organization dimensions in L2 writing. Systematically examine individual and contextual factors that influence the effects of PEF.…”

Section: Implications For Second Language Writing Practice and Future...mentioning

confidence: 99%

Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications

Cao

Mao

2022

RELC Journal

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While a surge of research has investigated the use of reformulations and models as positive evidence feedback (PEF) in second language (L2) writing, so far no research synthesis seeking to review the status quo of this particular topic has been published. To fill the gap, the present study synthesized 23 studies on reformulations and models as PEF in L2 writing and examined the salient findings regarding three major research strands: (1) students’ noticing and incorporation from reformulations; (2) students’ noticing and incorporation from models; and (3) effects of PEF on L2 writing. Informed by the study findings, we suggest L2 teachers vary their feedback decisions with flexibility, consider individual and contextual factors in PEF practices, combine PEF and corrective feedback to maximize student learning, and provide guidance to support student actions in response to PEF. We also propose three areas for further research, namely going beyond linguistic issues to explore the potential of PEF, systematically investigating factors influencing students’ engagement with PEF, and collecting longitudinal data to examine the long-term effect of PEF. This study enhances our understanding of this emerging research area and provides implications for L2 pedagogy, as well as suggestions for future investigations.

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Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Cited by 21 publications

References 34 publications

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective

Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications

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