This study aimed to determine how teachers' online written corrective feedback (WCF) affected university students' self-regulation in writing and how the effects differed among students of different English proficiency levels. The participants were 27 second-year university students enrolled in a required online writing course. Throughout the…

Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects…

This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback…

Implicit theory (Dweck, 2000) suggests that learners' theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed…

The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners' language ability levels. The quantitative study collected 418 Thai EFL learners' preferences for corrective feedback via a…

While recent research on written corrective feedback (WCF) has elaborated on the connection between teachers' beliefs and practices, little research has investigated EFL teachers' WCF as a multifaceted notion. Drawing on activity theory (AT), in this case, study, we aimed at presenting a picture of EFL teachers' beliefs about WCF and how their…

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…

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods…

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and…

In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback…

Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers.…

Despite vast research into the effectiveness of teacher corrective feedback (TCF) in second language writing, little is known about its influence on students' motivation in different contexts and settings. Where teachers complain about their students not responding to their feedback, students do not always find teacher feedback helpful and…

The study investigates whether differences in metalinguistic information contained in written corrective feedback (CF) mediate its effectiveness for second language (L2) development. To address this, metalinguistic CF was distinguished into three types in terms of how specific its metalinguistic information was. They were then compared among…

This research compares how second language learners process two types of written feedback: reformulation and direct correction. On a two-stage composition-and-comparison task, 22 adult learners of English as a second language taking an academic writing course at a large midwestern U.S. university participated in a repeated-measures study in which…

Misalignment between student preferences and instructor practices regarding writing feedback may impede student learning. This sequential explanatory mixed-methods study addressed postsecondary online students' preferences and the reasons for their preferences. A survey was used to collect 93 responses from postsecondary students attending a large…