Written Corrective Feedback on First-Year Academic Writing: Instructors’ Strategies and Multilingual Writers' Engagement

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Language Education in Higher Education: Research Across Educational Settings (Table 11)

Abstract

Despite inconclusive and conflicting research findings in second language acquisition (SLA) and L2 writing, scholars advocate for deliberate and structured delivery of feedback to improve students' future writing. Focusing on college freshman multilingual writers in a naturalistic setting, this multi-case qualitative study explores the explicitness and scope of WCF provided to them, and the complexity of their engagement (or disengagement) with WCF. Through interviews, stimulated recalls, analysis of essay drafts with on-script WCF, and a brief questionnaire, we analyzed writers' engagement with WCF on cognitive, behavioral, and affective levels. The study aims to reveal factors influencing learner engagement with feedback and effective delivery methods for promoting language development. Findings hold the potential to inform pedagogical practices in SLA and L2 writing.

Author

• Yueqiu Zhang, University at Buffalo - SUNY