دورية أكاديمية
L2 Learners' Cognitive and Behavioral Engagement with Written Corrective Feedback
| العنوان: | L2 Learners' Cognitive and Behavioral Engagement with Written Corrective Feedback |
|---|---|
| اللغة: | English |
| المؤلفون: | Park, Ji-Hyun, Ahn, Soojin |
| المصدر: | English Teaching. Aut 2022 77(3):133-152. |
| الإتاحة: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, Learner Engagement, Cognitive Processes, Student Behavior, Written Language, Error Correction, Feedback (Response), Writing Instruction, College Freshmen, Foreign Countries, English (Second Language), Instructional Effectiveness, Writing Achievement |
| مصطلحات جغرافية: | South Korea (Seoul) |
| تدمد: | 1017-7108 2671-9312 |
| مستخلص: | The purpose of this study was to explore the relationship between students' cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners' use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers' behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants' revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1362052 |
| قاعدة البيانات: | ERIC |
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