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Direct linkZheng, Yao; Yu, Shulin; Liu, Zhuoyao – Teaching in Higher Education, 2023
While research on written corrective feedback (WCF) has proliferated over the past three decades, scant attention has been paid to how lower-proficiency (LP) students engage with teacher WCF in specific contexts and why they (dis)engage in the ways they do. This case study explored two Chinese LP students' engagement with teacher WCF in English…
Descriptors: College Students, Low Achievement, Feedback (Response), Written Language
Xiaolong Cheng; Lawrence Jun Zhang; Qiaozhen Yan – Language Teaching Research, 2025
As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…
Descriptors: English (Second Language), Second Language Instruction, Feedback (Response), Teacher Response
Download full textCai, Ying; Pan, Zilong; Han, Songhee; Shao, Peixia; Liu, Min – Online Learning, 2022
During the COVID-19 pandemic, from early 2020 onwards, the adoption of synchronous online learning increased rapidly. It offers students a unique learning experience, utilizing communication modes from both in-person and asynchronous online classes. This mixed-methods study examined the impact of modes of communication (visual, bodily behaviors,…
Descriptors: Computer Mediated Communication, Student Experience, Synchronous Communication, Educational Environment
Pan, Jie; Chen, Huimei; Yuan, Surong – Asian-Pacific Journal of Second and Foreign Language Education, 2023
Previous research has explored how L2 students with one specific level of English proficiency engage with teacher written corrective feedback (WCF) underpinned by a tripartite dimensional construct of student engagement in the context of Chinese public universities. Yet, scant attention has been paid to how students of differing proficiency levels…
Descriptors: Comparative Analysis, Feedback (Response), Chinese, Second Language Learning
Xu, Wenwen; Kim, Ji-Hyun – English Teaching, 2023
This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL…
Descriptors: Grammar, Accuracy, Writing Instruction, Writing Evaluation
Li, Haishan; He, Qingshun – English Language Teaching, 2017
How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Preferences
