Research has indicated the integral role of self-efficacy in boosting learner engagement. Yet, little research on this issue been conducted field L2 writing. The purpose quantitative study is to explore how EFL learners’ writing affects level their engagement with teacher and peer written corrective feedback (WCF). A sample comprising 227 Taiwanese senior high school students completed two ques...

This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes composing shorter texts at a higher speed. It examined the writing produced eighteen 10-11-year-old L2 English children digital environment. They were divided in...

Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little been known relationships among written corrective feedback (WCF), related teacher mentoring process, and revision practices.
 Purpose. We thus aimed at addressing gap by exploring how WCF may inform practices in peer-reviewed process.
 Metho...

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores call further research on: a) processing dimension writers’ engagement with WCF in this instructed setting (Manchón & Leow,...

The shift to online learning milieu due the Covid-19 pandemic has brought some impact in practices or teaching including nature of writing corrective feedback (WCF) that should also be migrated platforms. Although much research been conducted on effectiveness WCF, less explored student and teacher preferences perceptions through various platforms thesis response this abrupt transformation. Lens...

Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

This study compared the effects of teacher-provided direct and indirect written corrective feedback and manipulation of resource-directing dimensions of task cognitive complexity along +/- Here and Now condition on the grammatical accuracy of Iranian intermediate EFL learners’ narrative writing tasks. There were 45 participants in the study who were randomly assigned to three experimental group...

The present study was conducted to further improve the practice of written corrective feedback by integrating the two known feedback types (i.e. direct corrective feedback and metalinguistic explanation). With this aim, a sample of sixty-nine high-intermediate Iranian EFL learners was assigned into different feedback groups. While the first and second groups received direct and metalinguistic e...