Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study
Afifi, S., Rahimi, M., & Wilson, J. (2023). Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study. The JALT CALL Journal, 19(2), 216-242. https://doi.org/10.29140/jaltcall.v19n2.1041
This multiple-case study examined how four Iranian EFL learners engaged behaviorally, cognitively, and affectively with teacher written corrective feedback and automated written corrective feedback from Writing Mentor in an academic writing course. The study compared engagement patterns across the two feedback sources and considered how learner beliefs, attitudes, and writing proficiency related to engagement.
Key takeaways
- Students showed different levels of engagement with written corrective feedback, ranging from minimal to deep and active engagement.
- Both teacher feedback and automated feedback could prompt behavioral, cognitive, and affective engagement.
- Learners' beliefs and attitudes toward feedback and its source appeared to shape engagement.
- Writing proficiency was not clearly or consistently linked to the degree of feedback engagement.
Why it matters
Adds a small-scale qualitative comparison of engagement with teacher and automated written corrective feedback, highlighting that feedback effectiveness depends not only on the source of feedback but also on how individual learners respond to it.
Coauthors
Sara Afifi, Mohammad Rahimi, Joshua Wilson
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