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Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback
Zheng,Yao1,2,4; Yu,Shulin1; Liu,Zhuoyao3
2020
Source PublicationTeaching in Higher Education
ABS Journal Level2
ISSN1356-2517
AbstractWhile research on written corrective feedback (WCF) has proliferated over the past three decades, scant attention has been paid to how lower-proficiency (LP) students engage with teacher WCF in specific contexts and why they (dis)engage in the ways they do. This case study explored two Chinese LP students’ engagement with teacher WCF in English writing for an in-depth understanding of the individual differences in their engagement and the influencing factors. By analyzing teacher WCF, students’ essay drafts, immediate oral reports, and retrospective interviews, the study revealed that (1) their engagement was distinctively different in terms that one’s engagement was relatively extensive, especially in the affective aspect, but the other’s engagement was at a relatively limited level, characterized by negative emotions and scant cognitive engagement, and (2) their differences in engagement could be attributed to the individual factors of student beliefs and goals, and the contextual factor of teacher-student relationship.
Keywordindividual differences lower-proficiency students Second language writing student engagement teacher written corrective feedback
DOI10.1080/13562517.2020.1806225
URLView the original
Language英语
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorYu,Shulin
Affiliation1.Faculty of Education,University of Macau,Taipa,China
2.School of Foreign Languages,Yangtze Normal University,China
3.Department of Education Leadership,Management and Policy,Seton Hall University,South Orange,United States
4.School of Foreign Languages and Cultures,Chongqing University,Chongqing,China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Zheng,Yao,Yu,Shulin,Liu,Zhuoyao. Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback[J]. Teaching in Higher Education,2020.
APA Zheng,Yao,Yu,Shulin,&Liu,Zhuoyao.(2020).Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback.Teaching in Higher Education.
MLA Zheng,Yao,et al."Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback".Teaching in Higher Education (2020).
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