{"title":"Second language learners’ engagement with written feedback","authors":"Kailin Liu, N. Storch","doi":"10.1075/ARAL.20029.LIU","DOIUrl":null,"url":null,"abstract":"\nStudies 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.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/ARAL.20029.LIU","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 1
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.
期刊介绍：
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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