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L2 Learners' Engagement with Automated Feedback: An Eye-Tracking Study

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Liu, Sha; Yu, Guoxing – Language Learning & Technology, 2022

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Feedback (Response)

Student Writers' Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions

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Saeli, Hooman; Cheng, An – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2019

This project firstly explored Iranian English as a foreign language (EFL) students' perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants' first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and…

Descriptors: Grammar, Error Correction, Feedback (Response), English (Second Language)