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<p style="text-align:justify;">Understanding how students engage with written feedback (WF) on L2 writing is crucial. Given the mediating&nbsp;role of learner perceptions and beliefs about WF (including in relation to teacher behaviour and perceived&nbsp;persona), our research explores learner perceptions and affective responses to – or affective engagement with –WF in a university context. Furthermore, because it has been shown that learners relate differently to native and&nbsp;nonnative English-speaking teachers, who themselves relate differently to WF, we investigate how Chinese&nbsp;students engage with WF given by a Chinese English teacher (CET) and a native English-speaking English&nbsp;teacher (NET). Ninety-nine Chinese undergraduates at an East China University participated in the study. They&nbsp;received anonymous feedback from three NETs and three CETs, and then completed a survey about their&nbsp;feelings and reactions regarding the feedback received. Our results indicate that student writers expect to&nbsp;receive feedback that is detailed without overwhelming with corrections. When the WF provided in this study&nbsp;met these requirements, it stirred positive feelings in the students. More and more detailed WF was associated&nbsp;with feeling “moved,” “touched,” and “motivated,” and seemed to encourage the students to follow up with&nbsp;revisions and other actions. In all the aspects investigated, the NETs’ WF and approach was appreciated more&nbsp;positively than that of the Chinese teachers. The latter provided less WF, which was also more unclear and&nbsp;included a higher proportion of written corrective feedback (WCF). We propose recommendations for&nbsp;increasing student-teacher interaction and communication about feedback to improve student engagement with&nbsp;feedback.</p>

How Does that Make You Feel: Students’ Affective Engagement with Feedback

Original Research 

ltrq.2021.25.04.xml

Guest-editors:
Icy Lee, PhD, The Chinese University of Hong Kong, Hong Kong
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Thematic Issue: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice