Investigating Student Engagement with Written Corrective Feedback on Second Language Writing: Insights from Chinese University Students

Abstract

While the efficacy of teacher written corrective feedback (WCF) has been extensively explored, a notable research gap exists in examining the disparities in how low-proficiency (LP) and high-proficiency (HP) students receive such feedback in second language (L2) writing. Through an analysis of five writing tasks distributed over a 16-week course, this research explored the affective, behavioral, and cognitive dimensions of student engagement with WCF. Additionally, it investigated the developmental changes in these dimensions over one semester. Participants included six Chinese English as an Foreign Language (EFL) sophomores, with three designated as LP and three as HP students, selected through purposive sampling. Data collection methods included analysis of students’ L2 writing tasks, stimulated recall sessions, and semi-structured interviews. The findings unveiled varied engagement performance in its dimensions, portraying the evolution of affective, behavioral, and cognitive engagement throughout the semester. Sociocultural theory, social cognitive theory, and complex dynamic systems theory provided a theoretical foundation, highlighting the interconnected nature of engagement in the L2 writing process. Significantly, the results underscored the pivotal role of teacher WCF in shaping holistic student development. Pedagogical implications stress the need for tailored strategies encompassing emotional support, diverse feedback techniques, and cognitive skill development. Theoretical contributions extend to social cognitive and complex dynamic systems theories, providing deeper insights into language acquisition.

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