Keywords
written corrective feedback, sociocultural theory, collaboration, interalization
Abstract
This case study investigates how two English language learners use knowledge co-constructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how co-constructed knowledge emerging from their interactions was manifested in subsequent individual writing and speaking tasks which were similar—but not identical—to the original collaborative writing tasks. Data were collected from video recordings of participants’ interactions as they collaboratively processed WCF; individual retrospective interviews, during which participants watched the video recordings and identified what they learned; and observation of individual writing and speaking tasks. Results show that participants were able to use some of the knowledge generated through these interactions when completing writing and speaking tasks individually. Additionally, participants displayed the ability to transform this knowledge to meet the demands of new contexts. This indicates that usage of the knowledge generated while collaboratively processing WCF was not mindless copying, but that participants were able to either internalize, or begin the process of internalizing, this knowledge.
Recommended Citation
Carr, Nicholas
(2022)
"Using Lessons from Collaboratively Processing Written Corrective Feedback,"
Journal of Response to Writing: Vol. 8:
Iss.
2, Article 2.
Available at:
https://scholarsarchive.byu.edu/journalrw/vol8/iss2/2