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Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback

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Title: Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback
Language: English
Authors: Soomin Jwa (ORCID 0000-0002-2156-8012)
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):1024-1035.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Written Language, Feedback (Response), Learner Engagement, Models, Interaction, Dialogs (Language), Writing Evaluation, Writing (Composition), Second Language Learning, English (Second Language), Foreign Countries, Student Behavior, Student Evaluation, Self Evaluation (Individuals)
Geographic Terms: South Korea
DOI: 10.1002/tesq.3365
ISSN: 0039-8322
1545-7249
Abstract: With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge-making processes in their engagement with feedback. Theoretically grounded in a dialogic view of feedback, the present study proposes a three-stage model of written feedback dialogue that can be implemented in an EFL writing classroom and examines its effect on student engagement. The researcher conducted interviews with Korean EFL students enrolled in an English writing course and analyzed their written texts in light of three domains of student engagement: affective, behavioral, and cognitive. Study findings show that students displayed agentive behaviors: monitoring, evaluating, and regulating their learning throughout the feedback process. Overall, the study argues for pedagogical shifts toward a robust dialogic approach to feedback practices, which often otherwise remain monologic.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471588
Database: ERIC
FullText Text:
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  Data: Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback
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  Data: <searchLink fieldCode="AR" term="%22Soomin+Jwa%22">Soomin Jwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2156-8012">0000-0002-2156-8012</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
– Name: DOI
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  Data: 10.1002/tesq.3365
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  Data: 0039-8322<br />1545-7249
– Name: Abstract
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  Data: With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge-making processes in their engagement with feedback. Theoretically grounded in a dialogic view of feedback, the present study proposes a three-stage model of written feedback dialogue that can be implemented in an EFL writing classroom and examines its effect on student engagement. The researcher conducted interviews with Korean EFL students enrolled in an English writing course and analyzed their written texts in light of three domains of student engagement: affective, behavioral, and cognitive. Study findings show that students displayed agentive behaviors: monitoring, evaluating, and regulating their learning throughout the feedback process. Overall, the study argues for pedagogical shifts toward a robust dialogic approach to feedback practices, which often otherwise remain monologic.
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  Data: 2025
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        Value: 10.1002/tesq.3365
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1024
    Subjects:
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Models
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      – SubjectFull: Interaction
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing (Composition)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Behavior
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: South Korea
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    Titles:
      – TitleFull: Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback
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