An Overview of Student Engagement With Written Feedback in EFL Writing Class
Hanh Thi My Nguyen
Hanh Thi My Nguyen
Available Online 1 March 2021.
- https://doi.org/10.2991/assehr.k.210226.027How to use a DOI?
- peer written feedback, student engagement, teacher written feedback
- Student engagement with written feedback plays an essential role in EFL writing classes. This topic has drawn the growing attention of many researchers as well as instructors teaching English writing worldwide. The current study was conducted to summarize the main aspects relating to student engagement with written feedback. Based on referring to previous research, the current research findings indicated that various studies focused on how students engaged affectively, cognitively, and behaviorally with feedback activity. Moreover, few studies employed data collection instruments for quantitative analysis in terms of data collection instruments. Instead, they paid more attention to qualitative data instruments such as interviews, students’ written texts, teacher and peer written feedback, retrospective protocols, etc. Also, the studies are mainly based on feedback receivers’ perspectives. Many researchers frequently chose a small sample size. Therefore, further studies in different contexts with the use of data collection instruments for quantitative and qualitative data, different perspectives of feedback receivers and givers, sample size, factors affecting student engagement, and a longer period of time are recommended to be conducted for deeper understandings of student engagement with types of written feedback in English writing class.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Hanh Thi My Nguyen PY - 2021 DA - 2021/03/01 TI - An Overview of Student Engagement With Written Feedback in EFL Writing Class BT - Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021) PB - Atlantis Press SP - 221 EP - 227 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210226.027 DO - https://doi.org/10.2991/assehr.k.210226.027 ID - Nguyen2021 ER -