Exploring EFL learner engagement with different teacher feedback modes

Asma Abdullah Alsahil · Muhammad M. M. Abdel Latif · Zainab Alsuhaibani

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EFL/ESL Teaching and Learning Student Assessment and Feedback English Language Learning and Teaching

Abstract

Despite the growing interest in learners’ feedback engagement in second language writing in recent decades, learners’ multidimensional engagement with teachers’ feedback provided via different modes is an issue yet to be explored. Using the case study approach, this study explored how five Saudi university EFL students engaged affectively, behaviorally, and cognitively with teacher feedback provided via three different modes: oral, audio-recorded, and automatically written feedback. Content and textual analysis of students ‘drafts, reflections on mistakes, semi-structured interviews, and final course reflections revealed that the students’ high, moderate, and low engagement patterns were mediated by the affordances of the modes. Regardless of their preference for certain modes, highly - engaged students show deep engagement cognitively and behaviorally. Further, their cognitive and metacognitive strategies were triggered by the affordances of their preferred mode. Moderately and low engaged students had more complex engagement patterns and there was a nonlinear and inconsistent relationship among the three engagement dimensions. While the students’ cognitive engagement with the mode mediated their affective engagement to a great extent, mismatches persisted. Similarly, the students’ affective engagement with certain modes did not influence their revision uptake, but the aversion to certain modes indirectly led to withdrawal that consequently impacted their behavioral and cognitive engagement. The paper highlights the influence of alignment and misalignment between learners and contextual factors that further exacerbate the inconsistency across the three dimensions. The results suggest that writing teachers should be aware of different modes’ affordances in relation to learners’ needs and preferences to harvest their feedback engagement.

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2004School Engagement: Potential of the Concept, State of the Evidence 1996The Case Against Grammar Correction in L2 Writing Classes 2012Rethinking models of feedback for learning: the challenge of design 1999The case for grammar correction in L2 writing classes: A response to truscott (1996)2009Corrective Feedback and Teacher Development 2006Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction 2003Response To Student Writing 2018Student engagement with teacher and automated feedback on L2 writing

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