written feedback, behavioural engagement, cognitive engagement, affective engagement
This paper reports on an exploratory multiple-case study conducted to examine 6 French as a foreign language (FFL) learners at a university in Costa Rica and their affective, behavioral, and cognitive engagements with teacher written corrective feedback (WCF). We collected data through students’ writings (drafts and revisions), semistructured interviews, and stimulated recall interviews. We used the students’ writings to examine students’ behavioral engagement, and we used the semistructured and stimulated recall interviews to determine how students engaged cognitively and affectively with WCF. Findings revealed that although most participants initially reported mixed feelings and, at times, negative emotions upon the receipt of WCF, they overcame such feelings and became more positively engaged with the teacher’s WCF. All participants were able to detect the teacher’s WCF intention. However, only half of them reported using certain cognitive or metacognitive strategies when processing feedback. Even if their behavioral engagement was relatively high overall, the students’ affective and cognitive engagement varied.
Lira-Gonzales, Maria-Lourdes; Nassaji, Hossein; and Chao Chao, Kuok Wa
"Student Engagement with Teacher Written Corrective Feedback in a French as a Foreign Language Classroom,"
Journal of Response to Writing: Vol. 7:
2, Article 3.
Available at: https://scholarsarchive.byu.edu/journalrw/vol7/iss2/3