Learner Engagement With Teacher Written Corrective Feedback In Chinese Tertiary Level Efl Classrooms
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Learner Engagement W Teacher W
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Author : Ye Han
language : en
Publisher: Open Dissertation Press
Release Date : 2017-01-26
Learner Engagement W Teacher W written by Ye Han and has been published by Open Dissertation Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-26 with Education categories.
This dissertation, "Learner Engagement With Teacher Written Corrective Feedback in Chinese Tertiary-level EFL Classrooms: a Sociocognitive Perspective" by Ye, Han, 韓曄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Written corrective feedback (WCF) has drawn intensive attention over the past two decades as a prevalent but controversial teaching technique in L2 classrooms. While previous research has generated useful insights into WCF, our knowledge needs to be expanded, as quasi-experimental studies taking the cognitive perspective have often marginalized the social aspect involved in WCF, had limited ecological validity, overlooked individual differences, and examined the effectiveness of WCF but under-explored learner engagement with WCF. This naturalistic, qualitative multiple-case study, which took a sociocognitive perspective, was an attempt to fill this void by investigating how Chinese EFL non-English major college students cognitively, behaviorally, and affectively engage with teacher WCF, and what learner factors and contextual factors influence their engagement. Two teachers of different linguistic and cultural background were involved, together with three students of different performance levels from each of the two integrated skills classes. Data included the six students' drafts of all writing assignments throughout the semester with teacher written feedback, semi-structured interviews with teachers and students, students' retrospective verbal reports, transcripts of teacher-student writing conferences, students' written reflective accounts, classroom observation notes and audio-records, and class documents. The six student cases revealed the great complexity of learner engagement with WCF. In the cognitive dimension, the quality of noticing induced by WCF, as well as the cognitive operations used to process WCF, was regulated by a number of metacognitive operations. Students' behavioral engagement involved not only revisions operations, but also revision approaches and actions to implement cognitive operations. Affective engagement, especially emotional reactions to WCF, was also dynamic and multi-faceted. The differences within and across student cases also contributed to the complexity of engagement. While the depth of engagement with WCF varied across individuals, the same student could engage with WCF differently under different task conditions over the semester. The findings suggested that the complexity of engagement can be accounted by the interaction between learner factors (including proficiency levels, prior knowledge, beliefs, motivation and goals), and complex contextual factors, ranging from textual-level context to macro-level sociocultural context. Learner factors shapes learner agency, which are exercised in the decision-making process which takes place as learners receive WCF. Extensive engagement is more likely to occur when learners perceive the learning opportunities afforded by the context and are willing to take actions. The study contributes to the existing research firstly by refining the framework of learner engagement with WCF, which can serve as a useful tool for further analysis of students' processing and use of WCF in different contexts. It also extends our current knowledge by specifying learner factors and contextual factors that mediate learner engagement and offering insights into the impacts of the interaction between these two sets of factors on engagement. Using a sociocognitive perspective that jointly looks into both the cognitive and the social aspects of WCF has also allowed for a cont
Learner Engagement With Teacher Written Corrective Feedback In Chinese Tertiary Level Efl Classrooms
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Author : Ye Han
language : en
Publisher:
Release Date : 2017-01-26
Learner Engagement With Teacher Written Corrective Feedback In Chinese Tertiary Level Efl Classrooms written by Ye Han and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-26 with categories.
This dissertation, "Learner Engagement With Teacher Written Corrective Feedback in Chinese Tertiary-level EFL Classrooms: a Sociocognitive Perspective" by Ye, Han, 韓曄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Written corrective feedback (WCF) has drawn intensive attention over the past two decades as a prevalent but controversial teaching technique in L2 classrooms. While previous research has generated useful insights into WCF, our knowledge needs to be expanded, as quasi-experimental studies taking the cognitive perspective have often marginalized the social aspect involved in WCF, had limited ecological validity, overlooked individual differences, and examined the effectiveness of WCF but under-explored learner engagement with WCF. This naturalistic, qualitative multiple-case study, which took a sociocognitive perspective, was an attempt to fill this void by investigating how Chinese EFL non-English major college students cognitively, behaviorally, and affectively engage with teacher WCF, and what learner factors and contextual factors influence their engagement. Two teachers of different linguistic and cultural background were involved, together with three students of different performance levels from each of the two integrated skills classes. Data included the six students'' drafts of all writing assignments throughout the semester with teacher written feedback, semi-structured interviews with teachers and students, students'' retrospective verbal reports, transcripts of teacher-student writing conferences, students'' written reflective accounts, classroom observation notes and audio-records, and class documents. The six student cases revealed the great complexity of learner engagement with WCF. In the cognitive dimension, the quality of noticing induced by WCF, as well as the cognitive operations used to process WCF, was regulated by a number of metacognitive operations. Students'' behavioral engagement involved not only revisions operations, but also revision approaches and actions to implement cognitive operations. Affective engagement, especially emotional reactions to WCF, was also dynamic and multi-faceted. The differences within and across student cases also contributed to the complexity of engagement. While the depth of engagement with WCF varied across individuals, the same student could engage with WCF differently under different task conditions over the semester. The findings suggested that the complexity of engagement can be accounted by the interaction between learner factors (including proficiency levels, prior knowledge, beliefs, motivation and goals), and complex contextual factors, ranging from textual-level context to macro-level sociocultural context. Learner factors shapes learner agency, which are exercised in the decision-making process which takes place as learners receive WCF. Extensive engagement is more likely to occur when learners perceive the learning opportunities afforded by the context and are willing to take actions. The study contributes to the existing research firstly by refining the framework of learner engagement with WCF, which can serve as a useful tool for further analysis of students'' processing and use of WCF in different contexts. It also extends our current knowledge by specifying learner factors and contextual factors that mediate learner engagement and offering insights into the impacts of the interaction between these two sets of factors on engagement. Using a sociocognitive perspective that jointly looks into both the cognitive and the social aspects of WCF has also allowed for a cont
Learner Engagement With Written Corrective Feedback
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Author : Yao Zheng
language : en
Publisher:
Release Date : 2017
Learner Engagement With Written Corrective Feedback written by Yao Zheng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with English language categories.
Written Corrective Feedback The Role Of Learner Engagement
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Author : Alia Moser
language : en
Publisher: Springer Nature
Release Date : 2020-12-21
Written Corrective Feedback The Role Of Learner Engagement written by Alia Moser and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-12-21 with Language Arts & Disciplines categories.
The book provides new insights into written corrective feedback by describing students’ expectations as well as mediating factors that influence their engagement with it. The book draws on an extensive dataset to illustrate secondary school students’ behavioural, cognitive and emotional engagement with written corrective feedback and the extent to which mediating factors, such as teachers, peers, feedback options, attitudes and emotions, foster or hinder it. It shows why teachers need to provide students with the purpose of the corrective feedback they provide, explain how such feedback works and introduce strategies that can be employed to engage with it. Based on the finding that a combination of several feedback types is essential to ensure learner engagement, the book also provides an extensive description and multiple authentic examples of the Engagement-Feedback-Mediator Model that was developed in the context of this study.
The Relevance Of Corrective Feedback For The Development Of Writing Competences In Secondary Level Efl Classrooms
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Author : Kevin Salzmann
language : en
Publisher: GRIN Verlag
Release Date : 2016-02-25
The Relevance Of Corrective Feedback For The Development Of Writing Competences In Secondary Level Efl Classrooms written by Kevin Salzmann and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-02-25 with Foreign Language Study categories.
Seminar paper from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,3, University of Kassel (Institut für Fremdsprachenlehr- und Lernforschung, Interkulturelle Kommunikation), course: Hauptseminar: Error Analysis, language: English, abstract: Given that mistakes and errors are inevitable in second language acquisition, EFL teachers have to provide corrective feedback (CF) for their students to promote writing accuracy. In second language acquisition research, CF is a topic of great interest since Truscott (1996) argued that error correction has no significant effect for students’ new pieces of writing. Ferris (1999) and several other advocates have proven that different types of CF can be beneficial for L2 writing accuracy; however, as this thesis will demonstrate, direct and indirect types, as well as focused and unfocused types of error correction rely on different didactic approaches with different effects in students’ language awareness to be expected. As studies on written corrective feedback present divergent results, further research has to be done to get deeper insight into feedback practices that also include personality factors and other individual learner differences that might affect students’ perceptions of different CF strategies.
Native And Non Native English Speaking Efl Teachers Written Feedback On Chinese Efl Learners Writing
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Author : Xiaolong Cheng
language : en
Publisher:
Release Date : 2020
Native And Non Native English Speaking Efl Teachers Written Feedback On Chinese Efl Learners Writing written by Xiaolong Cheng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with categories.
Although the last few decades have witnessed studies on teacher written feedback flourishing in the realm of L2 writing, some issues in this field remain under researched: Teachers' theorizations and implementations of written feedback in their specific instructional settings, the effects of teacher written feedback on other dimensions of writing in addition to writing accuracy, and students as the insiders' perceptions on the effects of teacher written feedback. In order to fill such important lacunas, this study used a mixed-methods approach to investigate native and non- native English-speaking (NES and NNES) teachers' written feedback beliefs, practices, and their belief-practice relationships in the Chinese tertiary English-as-a-foreignlanguage (EFL) writing context as well as the effects of their written feedback on Chinese EFL learners' writing performance and perspectives. Phase one study was a case study, aiming to explore how NES and NNES EFL teachers conceptualized and actualized written feedback in the Chinese EFL writing classrooms. Four NES and NNES teachers were recruited through a purposive sampling technique. In this phase, data were collected from multiple research instruments: Semi-structured individual interviews, students' writing samples with teacher written feedback, stimulated recall interviews, and documents. Findings showed that both NES and NNES teachers espoused a set of beliefs regarding five themes regarding written feedback: Purpose, scope, focus, strategy, and orientation. Feedback analyses revealed that these two groups of EFL teachers shared the similar practices in terms of scope, strategy, and orientation, while their actual practices differed significantly in feedback focus. Specifically, NES teachers showed more concern with global issues of writing (i.e., content and organization), whereas their local NNES peers put more emphasis on local issues (i.e., language). The relationships between their beliefs and practices were highly complicated: Consistencies and inconsistencies coexisted. A range of factors related to teachers, students, and context appeared to result in the belief-practice mismatches. The phase two study employed a quasi-experimental design to examine the effects of NES and NNES teachers' written feedback. Using global feedback and written corrective feedback as the alternative independent variables, the study found that NES teachers' written feedback helped Chinese EFL learners improve their performance in syntactic complexity, fluency, content, organization, and overall writing quality. NNES teachers' written feedback benefited students' performance in accuracy, fluency, and overall writing quality. Students' perceptions of the effects elicited from a post-treatment questionnaire were generally in line with and provided detailed information to the quantitative results. This study concludes with a discussion of the contributions and implications regarding theory, methodology, and pedagogy. Theoretically, this study extends the current body of literature in the sphere of teacher written feedback and teacher beliefs. Methodologically, this study combines both quantitative and qualitative data to address the effects of teacher written feedback. Such a design can achieve data triangulation and enhance the reliability of research results. Pedagogically, NES and NNES L2 writing teachers as well as Chinese high education institutions can draw upon the research findings to maximize the scaffolding role of teacher written feedback in L2 writing.
Student Engagement In The Language Classroom
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Author : Phil Hiver
language : en
Publisher: Multilingual Matters
Release Date : 2020-12-02
Student Engagement In The Language Classroom written by Phil Hiver and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-12-02 with Language Arts & Disciplines categories.
This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.
Feedback In Second Language Writing
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Author : Ken Hyland
language : en
Publisher: Cambridge University Press
Release Date : 2019-07-04
Feedback In Second Language Writing written by Ken Hyland and has been published by Cambridge University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-07-04 with Computers categories.
Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
Written Corrective Feedback In The Efl Classroom Types And Usage
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Author : Sven Frueh
language : en
Publisher:
Release Date : 2021-03
Written Corrective Feedback In The Efl Classroom Types And Usage written by Sven Frueh and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-03 with categories.
Automated Written Corrective Feedback In Research Paper Revision
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Author : Qian Guo
language : en
Publisher: Taylor & Francis
Release Date : 2023-02-28
Automated Written Corrective Feedback In Research Paper Revision written by Qian Guo and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-02-28 with Language Arts & Disciplines categories.
This book studies the use of an automated writing evaluation (AWE) systems in research paper revision for publication purposes by Chinese doctoral students. Research writing skills are essential for achieving academic status, and AWE tools can be a great companion on the journey. However, AWE tools may provide a disservice if users do not stay alert to inaccurate feedback, inaccurate correction suggestions, and missed errors. The effects of accurate feedback on revision outcomes have been the focus of a number of AWE studies, but student engagement and revision results in cases of inaccurate feedback and missed errors have rarely been investigated. Such investigations can provide practical advice on using automated feedback in research writing. This book provides a comprehensive evaluation of AWE tools and profiles student engagement with tool use in cases of different qualities of feedback. It can empower novice scholars and improve the effectiveness of academic writing instructors. The findings can also inform AWE system developers about possible ways of system improvement for research paper writing. The book will be particularly useful to students and scholars of language and linguistic studies, education, and academic English writing.