This chapter uses a case study approach to look at students’ and teacher’s perceptions of the language learning potential of form-focused feedback on writing. It explores the ways in which motivated students used form-focused feedback on their writing by purposefully exploiting the opportunities for consciousness-raising, noticing and further practice that it provided. It is argued that feedback use was not a passive process of teachers giving feedback and students using it to correct their papers. Instead students were actively engaged in defining their own learning needs and deciding how the feedback could best be utilised to achieve their language learning goals. It is suggested that such active student participation and engagement is crucial if the language learning potential of feedback is to be fully exploited in learning-to-write contexts.
2023. “How Can I Correct What I Don't Know?”. In New Approaches to the Investigation of Language Teaching and Literature [Advances in Educational Technologies and Instructional Design, ], ► pp. 60 ff.
Dubiner, Deborah
2019. Second language learning and teaching: From theory to a practical checklist. TESOL Journal 10:2
García Mayo, María del Pilar & Udane Loidi Labandibar
2017. The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing. Annual Review of Applied Linguistics 37 ► pp. 110 ff.
Lam, Ricky
2014. Promoting self-regulated learning through portfolio assessment: testimony and recommendations. Assessment & Evaluation in Higher Education 39:6 ► pp. 699 ff.
Papi, Mostafa, Anna Vitalyevna Bondarenko, Brenda Wawire, Chen Jiang & Shiyao Zhou
2020. Feedback-seeking behavior in second language writing: motivational mechanisms. Reading and Writing 33:2 ► pp. 485 ff.
Reichelt, Melinda, Natalie Lefkowitz, Carol Rinnert & Jean Marie Schultz
2012. Key Issues in Foreign Language Writing. Foreign Language Annals 45:1 ► pp. 22 ff.
Storch, Neomy
2021. Written Corrective Feedback and Learners’ Objects, Beliefs, and Emotions. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 581 ff.
Tsao, Jui-Jung, Wen-Ta Tseng, Tsung-Yuan Hsiao, Chaochang Wang & Andy Xuesong Gao
2021. Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance. SAGE Open 11:2 ► pp. 215824402110231 ff.
Zarrinabadi, Nourollah & Mohsen Rezazadeh
2023. Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing. Language Teaching Research 27:3 ► pp. 575 ff.
Zheng, Yao, Shulin Yu & Zhuoyao Liu
2023. Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education 28:2 ► pp. 301 ff.
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