Cover not available
Article published In:
Australian Review of Applied Linguistics
Vol. 46:1 (2023) ► pp.4–28

Second language learners’ engagement with written feedback

ORCID logo | The University of Melbourne
ORCID logo | The University of Melbourne

Studies on feedback given to second language (L2) learners have focused primarily on learners’ response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised texts, the study first looks at nine learners’ uptake of feedback. Then, adopting a case study approach and using data from retrospective interviews, the study examines how three learners engage with feedback on different dimensions of their writing. Findings show that learners took up almost all feedback suggestions regardless of form or focus. Yet, learners’ engagement with the feedback differed. Using activity theory (AT), we explain the learners’ engagement with the feedback received by reference to the interaction of context and individual-related factors. Our findings highlight the complexity of learner behavior in response to feedback.

Keywords: second language writing, written feedback, engagement, activity theory
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Learners’ responses to teacher written feedback
    • 2.2Engagement framework of feedback processing
    • 2.3Activity theory (AT): Capturing factors that influence learners’ engagement with feedback
  • 3.Methodology
    • 3.1Study design
    • 3.2Participants
    • 3.3Data analysis
      • 3.3.1Nature of feedback
      • 3.3.2Uptake of feedback
      • 3.3.3Engagement with feedback
  • 4.Findings
    • 4.1Overall distribution and uptake of feedback
    • 4.2Case studies
      • 4.2.1Background information about the participants
      • 4.2.2Diane: A highly motivated learner
      • 4.2.3Sara: The budding scholar
      • 4.2.4Katherine: A reluctant and confused writer
  • 5.Discussion and conclusion
  • References
Published online: 8 July 2021
DOI logo
https://doi.org/10.1075/aral.20029.liu
References
Atkinson, D., & Tardy, C. M.
(2018) SLW at the crossroads: Finding a way in the field. Journal of Second Language Writing, 421, 86–93. DOI logoGoogle Scholar
Bitchener, J.
(2019) The intersection between SLA and feedback research. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (2nd ed., pp. 85–105). Cambridge University Press. DOI logoGoogle Scholar
Bitchener, J., & Storch, N.
(2016) Written corrective feedback for L2 development. Multilingual Matters. DOI logoGoogle Scholar
Chandler, J.
(2003) The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296. DOI logoGoogle Scholar
Denzin, N. K., & Lincoln, Y. S.
(Eds.) (2011) The Sage handbook of qualitative research (4th ed.). SAGE Publications.Google Scholar
Dörnyei, Z.
(2009) The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters. DOI logoGoogle Scholar
Ellis, R.
(2010) A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. DOI logoGoogle Scholar
Engeström, Y.
(1987) Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.Google Scholar
(2001) Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. DOI logoGoogle Scholar
Ferris, D.
(2006) Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). Cambridge University Press. DOI logoGoogle Scholar
(2007) Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165–193. DOI logoGoogle Scholar
(2010) Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181–201. DOI logoGoogle Scholar
(2015) Written corrective feedback in L2 writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982) Language Teaching, 48(4), 531–544. DOI logoGoogle Scholar
Ferris, D., & Roberts, B.
(2001) Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161–184. DOI logoGoogle Scholar
Glaser, B. G., Strauss, A. L., & Strutzel, E.
(1968) The discovery of grounded theory: Strategies for qualitative research. Nursing Research, 17(4), 364. DOI logoGoogle Scholar
Han, Y.
(2017) Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 691, 133–142. DOI logoGoogle Scholar
Han, Y., & Hyland, F.
(2015) Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 301, 31–44. DOI logoGoogle Scholar
(2019a) Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 381, 1–13. DOI logoGoogle Scholar
(2019b) Learner engagement with written feedback: A sociocognitive perspective. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (2nd ed., pp. 247–264). Cambridge University Press. DOI logoGoogle Scholar
Han, Y., & Xu, Y.
(2019) Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181–196. DOI logoGoogle Scholar
Hyland, F.
(2003) Focusing on form: Student engagement with teacher feedback. System, 31(2), 217–230. DOI logoGoogle Scholar
Hyland, F., & Hyland, K.
(2001) Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185–212. DOI logoGoogle Scholar
Hyland, K.
(2013) Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3), 180–187. DOI logoGoogle Scholar
Kormos, J.
(2012) The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. DOI logoGoogle Scholar
Lantolf, J. P., & Thorne, S. L.
(2006) Sociocultural theory and the genesis of second language development. Oxford University Press.Google Scholar
Lee, G., & Schallert, D. L.
(2008) Meeting in the margins: Effects of the teacher-student relationship on revision processes of EFL college students taking a composition course. Journal of Second Language Writing, 17(3), 165–182. DOI logoGoogle Scholar
Lee, I.
(2008) Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69–85. DOI logoGoogle Scholar
(2013) Research into practice: Written corrective feedback. Language Teaching, 46(1), 108–119. DOI logoGoogle Scholar
(2014) Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201–213. DOI logoGoogle Scholar
Mahfoodh, O. H. A.
(2017) “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 311, 53–72. DOI logoGoogle Scholar
Merriam, S. B., & Tisdell, E. J.
(2015) Qualitative research: A guide to design and implementation. John Wiley and Sons.Google Scholar
Stake, R. E.
(2000) Case studies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–455). SAGE Publications.Google Scholar
Storch, N.
(2010) Critical feedback on written corrective feedback. International Journal of English Studies, 10(2), 29–46. DOI logoGoogle Scholar
(2018) Written corrective feedback from sociocultural perspectives: A research agenda. Language Teaching, 51(2), 262–277. DOI logoGoogle Scholar
Storch, N., & Aldossary, K.
(2019) Peer feedback: An activity theory perspective on givers and receivers’ stances. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 123–144). Routledge. DOI logoGoogle Scholar
Swain, M.
(2013) The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar
(1986) Thought and language. MIT Press.Google Scholar
Zhang, Z. V., & Hyland, K.
(2018) Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 361, 90–102. DOI logoGoogle Scholar
Zhao, H.
(2010) Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3–17. DOI logoGoogle Scholar
Zheng, Y., & Yu, S.
(2018) Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 371, 13–24. DOI logoGoogle Scholar
Zheng, Y., Yu, S., Wang, B., & Zhang, Y.
(2020) Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study. Innovations in Education and Teaching International, 57(2), 186–197. DOI logoGoogle Scholar