Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback

Zheng, Yao; Yu, Shulin; Liu, Zhuoyao

doi:10.1080/13562517.2020.1806225

Cited by 31 publications

(23 citation statements)

References 42 publications

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“…In fact, the findings of the present are in line with the idea that learners' individual characteristics and contextual factors affect how and to what extent they respond to the teacher's feedback and develop their interlanguage (Ellis, 2010). This different level of engagement and learning from feedback could also be attributed to the individual factors of student beliefs and goals, and contextual factors of student-teacher relationship (Zheng, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective

Sazideh

Mallahi

2021

IJLLT

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The researchers exploring the effectiveness of feedback have normally contrasted groups of learners receiving different types of feedback treatments. However, since there are always individual responses to any pedagogical treatment within a group of students and the effects of feedback can vary significantly even in participants receiving the same kind of feedback in the same experiment, the present study used a qualitative case study approach and techniques such as narrative construction and qualitative comparative analysis to see how the individuals with different cognitive characteristics (namely, language learning aptitude and working memory) respond to various types of feedback (namely, direct feedback, indirect feedback with error codes and metalinguistic feedback with explanations) provided on linguistic aspects of their writings and how these characteristics might impact their learning from the feedback. The comparison of the students’ responses to the feedback provided indicated that different individuals respond to and benefit from the learning potentials of different types of corrective feedback in different and their own unique ways. In fact, the learners having higher levels of aptitude and working memory were better able to resolve their problems and improve their writing as a result of the feedback received. On the whole, the findings of the present study confirm the important role of considering learners’ individual characteristics in any pedagogical intervention.

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Section: Discussionmentioning

confidence: 99%

How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective

Sazideh

Mallahi

2021

IJLLT

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“…Affective engagement also takes learners' immediate emotional responses and changes in their emotions into consideration. Later, a few studies also redefined the three dimensions in the learner engagement framework, particularly for TWCF, making only minor changes (Zhang and Hyland, 2018;Han and Hyland, 2019a;Tian and Zhou, 2020;Zheng et al, 2020a). Learner responses to some extent may be equal to learner engagement in TWF according to these studies.…”

Section: Learner Responsesmentioning

confidence: 99%

“…To investigate learner engagement, nine qualitative studies (including eight cases studies) adopted and adapted the framework of learner engagement proposed by Fredricks et al (2004) and Ellis ( 2010) and critically integrated the findings of some later studies as the analytical or conceptual framework to analyze learners' responses to TWF. Surprisingly, all nine studies were located in China's tertiary educational context, five of which were case studies focusing on how Chinese undergraduates responded to TWCF (Han and Hyland, 2015;Zheng and Yu, 2018;Han, 2019;Zheng et al, 2020a;Han and Xu, 2021). For example, Han (2019) took an ecological perspective to examine learners' engagement with TWCF and the close interactions between L2 learners and their surrounding environment.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Social emotions are emotional responses toward teachers and TWF. For teachers, learners were found to mostly show respect, trust, awe, and gratitude (Mahfoodh, 2017;Zhang and Hyland, 2018;Han and Hyland, 2019a;Tian and Zhou, 2020;Zheng et al, 2020a,b;Zhang Z., 2021), which can be categorized as positive emotions, although distrust may also happen (Li and Curdt-Christiansen, 2020;Zheng et al, 2020a). Emotions to TWF went in three directions.…”

Section: Attitudinal Responsesmentioning

confidence: 99%

“…Positively, learners treated the feedback with appreciation, welcome, high value and contentment (Ene and Kosobucki, 2016; Zhang and Hyland, 2018;Zheng and Yu, 2018;Han and Hyland, 2019a;Zheng et al, 2020a;Zhang Z., 2021). Negatively, learners also experience emotions such as doubt, disagreement, rejection, slightly shocked, frustration, surprise, confusion, all of which resulted in little enthusiasm to revise (Mahfoodh, 2017;Zhang and Hyland, 2018;Zheng and Yu, 2018;Han, 2019;Han and Hyland, 2019a;Li and Curdt-Christiansen, 2020;Zheng et al, 2020a;Anderson, 2021). Social neutral emotions were mainly the acceptance of feedback (Mahfoodh, 2017).…”

Section: Attitudinal Responsesmentioning

confidence: 99%

See 2 more Smart Citations

ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies

Yang

2021

Front. Psychol.

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Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables.

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

Mao

Lee

2021

TESOL Quarterly

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While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also under‐theorized. This article explores the potential of sociocultural theory (SCT) for theorizing the notion of L2 student engagement with written feedback and furthering research on the topic. Using a number of concepts in SCT, we attempt to theorize this construct and propose an integrative sociocultural framework that draws particular attention to the nature of engagement (i.e., core characteristics of engagement) and its underlying mechanisms (i.e., mediating factors in engagement). We then outline two research areas that are key to broadening current scholarship and examine methodological issues in research on L2 student engagement with written feedback. The article contributes to broadening the knowledge base of this burgeoning research area and stimulating further work on it.

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Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback

Cited by 31 publications

References 42 publications

How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective

How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective

ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies

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

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