This research aims to expand our understanding of how to facilitate student feedback engagement processes in a computer-based formative assessment environment. In the present research, we designed a new type of elaborated feedback in terms of combining the correct solution and the erroneous solution, and the erroneous solution matched the…

Automated written corrective feedback (AWCF) has qualities that distinguish it from teacher-provided WCF and potentially undermine claims about its value for L2 student writers, including disparities in the amounts of useful information it provides across error types and the fact that inaccuracies in error-flagging must be anticipated. It remains…

The optimal timing of feedback on formative assessments is an open question, with the cognitive processing window theory (Doughty, 2001) underlying the interaction approach suggesting that immediate feedback may be most beneficial for language acquisition (e.g., Gass, 2010; Polio, 2012) and two educational psychology hypotheses conversely…