Impact of Multi-source Feedback on EFL Learners’ Engagement and Writing Performance in Chinese Classrooms

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  In Roundtable Session: Writing Development and Assessment Practices across Literacy Contexts

Abstract

Research has demonstrated that feedback are closely correlated with writing performance, a mixed feedback type gaining popularity and prominence in students’ academic engagement and writing performance is yet to be explored. To close this void, this study compared two mixed feedback on academic engagement and writing performance of 102 EFL sophomore students during a 14-week writing program. Results shows that students who adopted human-computer feedback showed better performance cognitive, behavioral engagement. While students who adopted teacher-peer feedback showed better in emotional engagement. Specifically, cognitive engagement has the greatest impact on learners’ L2 writing performance and emotional engagement demonstrated lowest impact. In addition, students who adopted teacher-peer feedback showed better performance on writing discourse structure.

Authors

• Lixia Li, East China Normal University

• Jia Li, East China Normal University