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<p style="text-align:justify;">While prior studies have highlighted that extensive student engagement could help maximize students’ learning&nbsp;benefits in general, a paucity of research has explored student engagement with teacher written feedback (WF),&nbsp;especially when students processed various English proficiency levels. To fill this gap, this multiple-case study&nbsp;explored how six Chinese undergraduates (2 high proficiency (HP), 2 intermediate (IM) and 2 low-proficiency&nbsp;(LP)) cognitively, behaviourally and affectively engaged with teacher WF in an EFL context. Multiple sources&nbsp;of data were collected from students’ drafts with teacher WF, students’ immediate verbal reports and student&nbsp;semi-structured interviews. Findings demonstrated that learners’ revision behaviours had an affective nature,&nbsp;which could build their confidence by presenting writing progress through multiple drafts. More obvious&nbsp;distinctions of engagement were found between HP and LP students. Other factors influencing management&nbsp;levels were the amount of WF, prior learning context and previous experience with other feedback. Changes in&nbsp;the extensiveness of engagement were observed across different writing tasks and over time, which implied that&nbsp;engagement could be cultivated and developed. To conclude, the study contributes to the conceptualization of&nbsp;student engagement with teacher WF and the understanding of why students benefit differently from teacher&nbsp;WF.</p>

Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study

Original Research 

ltrq.2021.25.05.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