Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
