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Article published In: Australian Review of Applied Linguistics
Vol. 46:1 (2023) ► pp.4–28

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Second language learners’ engagement with written feedback

ORCiD logo with link | The University of Melbourne
ORCiD logo with link | The University of Melbourne
Published online: 8 July 2021
DOI logo with link
https://doi.org/10.1075/aral.20029.liu
Abstract
Studies on feedback given to second language (L2) learners have focused primarily on learners’ response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised texts, the study first looks at nine learners’ uptake of feedback. Then, adopting a case study approach and using data from retrospective interviews, the study examines how three learners engage with feedback on different dimensions of their writing. Findings show that learners took up almost all feedback suggestions regardless of form or focus. Yet, learners’ engagement with the feedback differed. Using activity theory (AT), we explain the learners’ engagement with the feedback received by reference to the interaction of context and individual-related factors. Our findings highlight the complexity of learner behavior in response to feedback.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Learners’ responses to teacher written feedback
    • 2.2Engagement framework of feedback processing
    • 2.3Activity theory (AT): Capturing factors that influence learners’ engagement with feedback
  • 3.Methodology
    • 3.1Study design
    • 3.2Participants
    • 3.3Data analysis
      • 3.3.1Nature of feedback
      • 3.3.2Uptake of feedback
      • 3.3.3Engagement with feedback
  • 4.Findings
    • 4.1Overall distribution and uptake of feedback
    • 4.2Case studies
      • 4.2.1Background information about the participants
      • 4.2.2Diane: A highly motivated learner
      • 4.2.3Sara: The budding scholar
      • 4.2.4Katherine: A reluctant and confused writer
  • 5.Discussion and conclusion
  • References
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