Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework

Although research on the efficacy of written corrective feedback has received considerable attention in recent years, there is a dearth learner engagement with feedback. Understanding how language learners engage high agenda because it provides broadened perspective that uptake only one form engagement, and influenced by myriad contextual individual factors. To narrow gap, this qualitative synthesis examines English writing contexts through lens ecological systems theory perception-based framework. Focusing 14 articles, relevant information was extracted synthesised following three iterative stages informed grounded to identify common patterns clarify relationships between factors affecting The results reveal dynamic, contextualised individualised nature Pedagogical implications for practitioners are discussed address lingering issues around