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Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study
Shulin Yu1; Lianjiang Jiang1,2; Nan Zhou3
2020-04-01
Source PublicationAssessing Writing
ISSN1075-2935
Volume44
Abstract

While research on feedback in L2 writing has focused on the effects of a given or some types of feedback strategies on the accuracy of the grammar in student texts, revisions to writing, and/or the enhancement of writing quality, little is known about the influences of different writing feedback practices on learner affective factors such as writing motivation. To address this research void, based on data from 1190 students from 35 Chinese universities, this study developed a comprehensive L2 writing feedback scale and investigated how various L2 writing feedback strategies (i.e., scoring feedback, process-oriented feedback, expressive feedback, peer and self-feedback, and written corrective feedback) impact student writing motivation and engagement in Chinese EFL contexts. We found that expressive feedback turned out to be the most frequently used type of L2 writing feedback, and written corrective feedback (WCF) as the least frequently used one. Process-oriented feedback and WCF tended to discourage students’ motivation and engagement in L2 writing, whereas scoring, peer and self-feedback, and expressive feedback in particular seemed to boost student writing motivation and engagement. Pedagogical implications regarding how L2 writing teachers can use feedback strategies to enhance student writing motivation and classroom engagement were discussed.

KeywordFeedback Practices Student Engagement Teacher Feedback Writing Motivation
DOI10.1016/j.asw.2020.100451
URLView the original
Indexed BySSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Linguistics
WOS SubjectEducation & Educational Research ; Linguistics
WOS IDWOS:000527238300004
Scopus ID2-s2.0-85080989929
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Cited Times [WOS]:13   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorNan Zhou
Affiliation1.Faculty of Education,University of Macau,China
2.School of Foreign Languages,JiMei University,China
3.Faculty of Education,Beijing Normal University,China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Shulin Yu,Lianjiang Jiang,Nan Zhou. Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study[J]. Assessing Writing,2020,44.
APA Shulin Yu,Lianjiang Jiang,&Nan Zhou.(2020).Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study.Assessing Writing,44.
MLA Shulin Yu,et al."Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study".Assessing Writing 44(2020).
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