Arts and Humanities Commons^™

Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo

Journal of Response to Writing

Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known about how L2 learners engage with WCF from an ecological perspective, which considers the relationships between learners and their surrounding environments (Bronfenbrenner,1993; van Lier, 2000).

Situated in an adult French as a second …

L2 Learners’ Engagement With Direct Written Corrective Feedback In First- Year Composition Courses, Izabela Uscinski

Journal of Response to Writing

This study explores students’ response to direct written corrective feedback (WCF) in first-year composition courses. To that end, it focuses on analyzing students’ engagement with direct feedback and meta-awareness of the corrections provided on one of their drafts. Data include students’ revisions recorded with screen-capture software and the video-stimulated recall, which was transcribed and coded for evidence of engagement and meta-awareness. The findings of the study indicate that students’ engagement and meta-awareness may be affected by pedagogical factors, such as feedback delivery method. Based on the insights gained from this study, the author suggests that direct feedback may be more …

Efl College Students’ Experiences And Attitudes Towards Teacher-Student Writing Conferences, Chun-Chun Yeh

Journal of Response to Writing

A substantial body of research has demonstrated the important role of providing feedback in students’ writing development. Among the various feedback methods, the teacher-student writing conference has often been rated by learners as the most beneficial to writing development, but research on English as a Foreign Language (EFL) students’ perceptions of writing conferences is scant. Aiming to investigate students’ experiences and attitudes towards writing conferences, this study collected data through questionnaires and individual interviews with 34 EFL students from 2 college English writing classes. Findings suggested that the students held high expectations and gave high ratings on the helpfulness and …

Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara

Journal of Response to Writing

This study presents a piloted second language (L2) writing tutor (L2WT) internship program as a way to provide supplemental, sustained writing fellow- style support to L2 writers and classroom teachers in multilingual firstyear composition (FYC) courses in a large U.S. university within the span of one semester. The major facet of the internship program was the tutors’ response to student writing in a one-to-one context for each major essay assignment. The presence and needs of second language writing students in the writing classroom have been clearly articulated in relevant research, but what is less known is how to devise successful …