Abstract
While there have been growing amount of research on learner engagement with feedback on Second Language (L2) writing in the past decade, learners' multi-dimensional engagement with feedback from multiple sources across different genres has remained under-explored. To address the gaps, this study investigated how six second-year English majors engaged behaviorally, cognitively and affectively with automated, peer and teacher feedback across three genres (argumentation, exposition, and narration) in an L2 writing class given online over a 16-week semester. Through the textual analysis of learners' drafts, feedback and revision and qualitative analysis of their interview transcripts, it was found that the quantity and incorporation rate of feedback in general, across three feedback sources and two feedback types all differed by genres; surface-level teacher feedback remained the most highly incorporated, though. Learners' engagement with feedback also varied, suggesting its complexity triggered by the mediating effect of contextual and individual factors plus the interconnectedness and inconsistencies among engagement dimensions. Two pedagogical implications were provided to enhance learner engagement.
Highlights
As a key concern in L2 writing, feedback has been widely studied in L2 writing research
In relation to feedback source, it was revealed that (1) automated feedback was provided most in narration (56) with the highest uptake rate (78.6%) but least in exposition (43) with the lowest uptake rate (67.4%); (2) peer feedback was provided most in argumentation (33) but least in narration (22), with the highest and lowest uptake rate in exposition (84%) and argumentation (45.5%), respectively; (3) for teacher feedback, the greatest amount (53) and the highest uptake rate (98.1%) were found in exposition, while the opposite was true in narration (47, 83%)
This study explored how six second-year English majors engaged behaviorally, cognitively and affectively with three feedback sources across three genres in a 16-week L2 English writing course
Summary
As a key concern in L2 writing, feedback has been widely studied in L2 writing research. While earlier studies focused on the effect of feedback on quality of writing products (e.g., Nelson and Schunn, 2009), learner engagement with feedback has received growing attention during the past decade or so. It is conceptualized as a multi-dimensional construct which is shaped by both contextual and learner factors (Fredricks et al, 2004; Ellis, 2010). Drawing on the research on L2 writing, SLA, and education, studies on learner engagement with feedback have provided empirical evidence for its “multifaceted, contextualized, temporal and individual-based nature” With the availability of multiple sources of feedback for learners nowadays, there are several studies on learner engagement with various feedback combinations (i.e., automated and teacher feedback, automated and peer feedback, and teacher and peer feedback)
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