Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Zhicheng Mao · Icy Lee

52 citations0/0 files storedTESOL Quarterly

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EFL/ESL Teaching and Learning Student Assessment and Feedback Educational and Psychological Assessments

Abstract

Abstract While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also under‐theorized. This article explores the potential of sociocultural theory (SCT) for theorizing the notion of L2 student engagement with written feedback and furthering research on the topic. Using a number of concepts in SCT, we attempt to theorize this construct and propose an integrative sociocultural framework that draws particular attention to the nature of engagement (i.e., core characteristics of engagement) and its underlying mechanisms (i.e., mediating factors in engagement). We then outline two research areas that are key to broadening current scholarship and examine methodological issues in research on L2 student engagement with written feedback. The article contributes to broadening the knowledge base of this burgeoning research area and stimulating further work on it.

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References

1978Mind in Society: The Development of Higher Psychological Processes 2004School Engagement: Potential of the Concept, State of the Evidence 2004The Ecology and Semiotics of Language Learning 2012Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct 2021Engagement in language learning: A systematic review of 20 years of research methods and definitions 2018Student engagement with teacher and automated feedback on L2 writing 2014Sociocultural Theory and the Pedagogical Imperative in L2 Education 2015Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom

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2023Exploring the development of student feedback literacy in the second language writing classroom 2024Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies 2024Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study 2022Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective

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