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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 …