Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.819478
Title: Learners' engagement with written corrective feedback and their L2 writing performance
Author: Alshahrani, Nadia A.
ISNI:       0000 0004 9358 6521
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2020
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Abstract:
This research study explored learners' engagement with written corrective feedback (WCF) and subsequent second language (L2) writing performance changes. A two-component intervention was implemented to reveal the influence of different learning environments and WCF delivery on the L2 writing performance. The first component explored the influence of using different modes on the learners' engagement with WCF; computer-mediated and handwritten CF were used in two separate classes. The second component explored the influence of thinking-aloud (TA) as a mediating strategy on learner engagement with WCF within the different modes. Two groups were embedded in the participating classes and took part in the TA sessions to test TA effectiveness. Three skills were targeted in the first intervention: writing fluency, grammatical accuracy and grammatical competence. In the TA sessions, only the changes in L2 writing fluency were monitored. To evaluate the effectiveness of the intervention, a mixed-method approach was used. A quasi-experimental design was applied to measure the learners' development in the three targeted skills. The corresponding quantitative results were then analysed by running a repeated-measures analysis of variance for the tests and also a t-test for the TA writing assignments. A grounded approach analysis was carried out to explore some of the qualitative datasets, namely the TA data and classroom observations data. Additionally, a priori themes were used to analyse the interview data. The study revealed that the WCF mode did not significantly influence learners' engagement with WCF. However, using TA as a mediating means enhanced learners' engagement and improved their L2 performance. In addition, optimal conditions for the intervention influenced learners' engagement with WCF and enhanced their L2 writing performance. When the learners received meaningful WCF and engaged with it through learner-regulation strategies, agency and efficacy, their L2 writing performance was enhanced. Mediating strategies, such as TA, are recommended alongside affective CF episodes to encourage learners' constructive engagement with WCF through meaningful activities that stimulate their cognitive engagement without hindering their affective and social engagement.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.819478  DOI:
Keywords: Learners' Engagement ; Written Corrective Feedback ; L2 Writing Performance ; Thesis
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