{"title":"Student Engagement with Written Feedback: Critical Issues and Way Forward","authors":"Zhicheng Mao, Icy Lee","doi":"10.1177/00336882221150811","DOIUrl":null,"url":null,"abstract":"Although a surfeit of research has investigated the technicality and efficacy of feedback, much less attention has been directed towards student engagement with written feedback. In second-language writing scholarship, student engagement is considered the linchpin that connects feedback provision with learning outcomes and is crucial for feedback to be effective. This article aims to provide a critical review of empirical research on student engagement with written feedback on second-language writing, as well as suggestions for future studies and classroom practice. Utilizing systematic and explicit methods to identify, select and critically appraise relevant research, the article provides a synthesis of research findings concerning: (a) the ways second-language students engage with written feedback; (b) factors that influence student engagement with written feedback; and (c) impact of pedagogical activities on student engagement with written feedback. Based on the reviewed evidence, this study also outlines several areas for future research and provides pedagogical recommendations for second-language teachers. By synthesizing empirical findings on student engagement with written feedback and distilling their implications, the article advances existing knowledge on this under-researched yet important topic and suggests implications that could inform new avenues of research and pedagogical practice.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Relc Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/00336882221150811","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 4
Abstract
Although a surfeit of research has investigated the technicality and efficacy of feedback, much less attention has been directed towards student engagement with written feedback. In second-language writing scholarship, student engagement is considered the linchpin that connects feedback provision with learning outcomes and is crucial for feedback to be effective. This article aims to provide a critical review of empirical research on student engagement with written feedback on second-language writing, as well as suggestions for future studies and classroom practice. Utilizing systematic and explicit methods to identify, select and critically appraise relevant research, the article provides a synthesis of research findings concerning: (a) the ways second-language students engage with written feedback; (b) factors that influence student engagement with written feedback; and (c) impact of pedagogical activities on student engagement with written feedback. Based on the reviewed evidence, this study also outlines several areas for future research and provides pedagogical recommendations for second-language teachers. By synthesizing empirical findings on student engagement with written feedback and distilling their implications, the article advances existing knowledge on this under-researched yet important topic and suggests implications that could inform new avenues of research and pedagogical practice.
期刊介绍:
The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.