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L2 Learners' Cognitive and Behavioral Engagement with Written Corrective Feedback.

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Title: L2 Learners' Cognitive and Behavioral Engagement with Written Corrective Feedback.
Authors: Ji-Hyun Park1, Soojin Ahn2 soojina2013@uos.ac.kr
Source: English Teaching. Autumn2022, Vol. 77 Issue 3, p133-152. 20p.
Subject Terms: *Psychological feedback, *Student engagement, *Experimental groups, *Control groups
Abstract: The purpose of this study was to explore the relationship between students' cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners' use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers' behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants' revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing. [ABSTRACT FROM AUTHOR]
Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: L2 Learners' Cognitive and Behavioral Engagement with Written Corrective Feedback.
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  Data: <searchLink fieldCode="AR" term="%22Ji-Hyun+Park%22">Ji-Hyun Park</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Soojin+Ahn%22">Soojin Ahn</searchLink><relatesTo>2</relatesTo><i> soojina2013@uos.ac.kr</i>
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  Data: <searchLink fieldCode="JN" term="%22English+Teaching%22">English Teaching</searchLink>. Autumn2022, Vol. 77 Issue 3, p133-152. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+groups%22">Experimental groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink>
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  Data: The purpose of this study was to explore the relationship between students' cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners' use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers' behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants' revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.15858/engtea.77.3.202209.133
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      – Code: eng
        Text: English
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      – SubjectFull: Psychological feedback
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Experimental groups
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      – SubjectFull: Control groups
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      – TitleFull: L2 Learners' Cognitive and Behavioral Engagement with Written Corrective Feedback.
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            – D: 01
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              Text: Autumn2022
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              Value: 77
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