The Differential Effect of Individual and Collaborative Processing of Written Corrective Feedback on French as a Foreign Language Learners' Engagement
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| Title: | The Differential Effect of Individual and Collaborative Processing of Written Corrective Feedback on French as a Foreign Language Learners' Engagement |
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| Language: | English |
| Authors: | Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Kuok-Wa Chao Chao |
| Source: | Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée. 2025 28(1):1-21. |
| Availability: | Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Written Language, Error Correction, Feedback (Response), Second Language Learning, French, Collaborative Writing, Essays, Protocol Analysis, Writing Evaluation, Writing Strategies, Learner Engagement, Undergraduate Students, Foreign Countries |
| Geographic Terms: | Costa Rica |
| ISSN: | 1481-868X 1920-1818 |
| Abstract: | An increasing number of studies have explored the effects of collaborative writing on written outcomes; however, few studies have examined the influence of collaborative processing of feedback. This study addresses this gap by focusing on learner engagement. While collaborative writing involves co-authoring a text, which requires negotiation and idea sharing, collaborative processing of feedback focuses on jointly interpreting and responding to feedback. Utilizing a mixed-methods design, this study examined 24 learners of French as a Foreign Language (FFL) over an 8-week period. It compared their engagement with written corrective feedback (WCF) when processed individually versus in pairs. The findings provide insights into how different feedback processing modes influence learner engagement and highlight the potential benefits of collaborative feedback processing. The instructor provided indirect WCF, and learners revised their essays with think-aloud sessions. The study examined cognitive and behavioral engagement through writing analysis and used think-aloud reports examining affective engagement. Results indicated that learners' cognitive engagement varied between individual and collaborative processing, with individuals employing fewer high-depth and low-depth processing strategies. However, affective engagement was found to be independent of task completion mode, and behavioral engagement did not differ between individual and collaborative processing of WCF. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487202 |
| Database: | ERIC |
| Abstract: | An increasing number of studies have explored the effects of collaborative writing on written outcomes; however, few studies have examined the influence of collaborative processing of feedback. This study addresses this gap by focusing on learner engagement. While collaborative writing involves co-authoring a text, which requires negotiation and idea sharing, collaborative processing of feedback focuses on jointly interpreting and responding to feedback. Utilizing a mixed-methods design, this study examined 24 learners of French as a Foreign Language (FFL) over an 8-week period. It compared their engagement with written corrective feedback (WCF) when processed individually versus in pairs. The findings provide insights into how different feedback processing modes influence learner engagement and highlight the potential benefits of collaborative feedback processing. The instructor provided indirect WCF, and learners revised their essays with think-aloud sessions. The study examined cognitive and behavioral engagement through writing analysis and used think-aloud reports examining affective engagement. Results indicated that learners' cognitive engagement varied between individual and collaborative processing, with individuals employing fewer high-depth and low-depth processing strategies. However, affective engagement was found to be independent of task completion mode, and behavioral engagement did not differ between individual and collaborative processing of WCF. |
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| ISSN: | 1481-868X 1920-1818 |
