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Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 241–266

Chapter 11
L2 writers’ processing of written corrective feedback

Depth of processing via written languaging

| University of Murcia, Spain
| University of Murcia, Spain
| University of Murcia, Spain
| University of Murcia, Spain
In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.
Keywords: L2 writing, collaborative writing, depth of processing, error correction, written languaging, written corrective feedback
Article outline
  • Theoretical background
    • DoP of WCF and language learning in individual and collaborative writing conditions
    • Written languaging and WCF processing
  • Research questions
  • Method
    • Design
    • Context and participants
    • Task, treatment, and data collection procedures
      • Task
      • Treatment
      • Data collection procedures
    • Data coding and analysis
      • Analysis of written texts
      • Analysis of written languaging
      • Statistical analyses
  • Results
  • Discussion
  • Conclusions
  • References
  • Appendix
Published online: 14 August 2020
DOI logo
https://doi.org/10.1075/lllt.55.11man
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2023. Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback. Language Teaching Research DOI logo
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2023. Chapter 6. Verbally mediated data. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 123 ff. DOI logo
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2022. Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds. Studies in Second Language Learning and Teaching 12:4 ► pp. 675 ff. DOI logo
González-Cruz, Belén, Lourdes Cerezo & Florentina Nicolás-Conesa
2022. A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing. Studies in Second Language Learning and Teaching 12:4 ► pp. 623 ff. DOI logo
Leow , Ronald P., Anne Thinglum & Stephanie A. Leow
2022. WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance. Studies in Second Language Learning and Teaching 12:4 ► pp. 651 ff. DOI logo
Liu, Chunhong & Shulin Yu
2022. Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective. Assessing Writing 53 ► pp. 100630 ff. DOI logo
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