Student Engagement With Teacher Written Feedback in Online EFL Writing Context
DOI:
https://doi.org/10.17507/tpls.1407.26Keywords:
EFL writing, online context, student engagement, teacher feedback, written feedbackAbstract
Advanced technology offers new opportunities for language learning and teaching. Indeed, the way students receive the teacher's written feedback has adopted innovative technology in an online English as Foreign Language (EFL) writing context. This narrative inquiry investigates six Indonesian students' affective, behavioral, and cognitive engagement with written feedback provided by the teachers in the context of online EFL writing. Data analyzed was gathered from teacher-written comments mediated through the Ms. Word comment column and semi-structured interviews. The research has revealed that the students showed positive affective, behavioral, and cognitive engagement. In behavioral and cognitive engagement, the students show different ways to understand the teacher's written feedback, especially the indirect one, since the level of language proficiency among the students is different. The findings illustrate that the written feedback encourages the students to have a balanced emotion (affective engagement), learn to write collaboratively (behavioral engagement), and assist the students to enhance their writing (cognitive engagement). In conclusion, the findings lead to a greater understanding of how EFL students engage with written feedback from teachers in an online environment.
References
Alharbi, M. A. (2019). EFL university students' voice on challenges and solution in learning academic writing. Indonesian Journal of Applied Linguistics, 8(3), 576–587. https://doi.org/10.17509/ijal.v8i3.15276
Arifin, M., Zaim, M., & Ningsih, K. (2019). The Effect of Direct Corrective Feedback on Students' Writing of Recount Text. 301(Icla 2018), 292–297. https://doi.org/10.2991/icla-18.2019.49
Bitchener, J., & Ferris, D. R. (2012). Feedback in second language acquisition. Adult Language Acquisition: Cross Linguistic Perspectives, 2, 196–235.
Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21–35. https://doi.org/10.1177/0022487106296218
Elfiyanto, S., & Fukazawa, S. (2020). Effect of teacher and peer written corrective feedback on writing components in EFL classrooms. JEES (Journal of English Educators Society), 5(2), 185–191. https://doi.org/10.21070/jees.v5i2.826
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544
EMRAH, C., & FATIH, J. G. (2018). Efl Students' and Teachers' Attitudes Towards Written Feedback in Writing Classes: a Case of Iraqi High-Schools. I-Manager's Journal on English Language Teaching, 8(1), 44. https://doi.org/10.26634/jelt.8.1.13947
Ene, E., & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41(May), 1–13. https://doi.org/10.1016/j.jslw.2018.05.005
Ferris, D., Hyland, K., & Hyland, F. (2012). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. Feedback in Second Language Writing, 81–104. https://doi.org/10.1017/cbo9781139524742.007
Ferris, D. R. (1997). The Influence of Teacher Commentary on Student Revision. TESOL Quarterly, 31(2), 315. https://doi.org/10.2307/3588049
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2012.09.009
Guo, W., Chen, Y., Lei, J., & Wen, Y. (2014). The effects of facilitating feedback on online learners' cognitive engagement: Evidence from the asynchronous online discussion. Education Sciences, 4(2), 193–208. https://doi.org/10.3390/educsci4020193
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002
Hattie, J., Crivelli, J., Van Gompel, K., West-Smith, P., & Wike, K. (2021). Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that "Where to Next" Feedback is Most Powerful. Frontiers in Education, 6(May), 1–9. https://doi.org/10.3389/feduc.2021.645758
Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment and Evaluation in Higher Education, 44(8), 1237–1252. https://doi.org/10.1080/02602938.2019.1599815
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217–230. https://doi.org/10.1016/S0346-251X(03)00021-6
Kadwa, M. S., & Alshenqeeti, H. (2020). International Journal of Linguistics, Literature and Translation (IJLLT) The Impact of Students' Proficiency in English on Science Courses in a Foundation Year Program. International Journal of Linguistics, Literature and Translation (IJLLT), 3(11), 55–67. https://doi.org/10.32996/ijllt
Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44(February), 100450. https://doi.org/10.1016/j.asw.2020.100450
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285–312. https://doi.org/10.1016/j.jslw.2004.08.001
Liu, S. H. (2020). Effects of an online sharing and feedback programme on preservice teachers' practical knowledge, learning preferences and satisfaction. Technology, Pedagogy and Education, 00(00), 463–475. https://doi.org/10.1080/1475939X.2020.1788980
Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause (2nd ed). Open Linguistics Series, London: Bloomsbury.
Nanda, R. P., Inayah, N., & Gani, S. A. (2016). Students' writing errors in an EFL classroom. EEIC: English Education International Conference, 1(1), 229–236.
Nematzadeh, F., & Siahpoosh, H. (2017). The Effect of Teacher Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Written Performance. Journal of Applied Linguistics and Language Learning, 3(5), 110–116. https://doi.org/10.5923/j.jalll.20170305.02
Nguyen, H. T. M. (2021). An Overview of Student Engagement With Written Feedback in EFL Writing Class. Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021), 533(AsiaCALL), 221–227. https://doi.org/10.2991/assehr.k.210226.027
Nurie, Y. (2020). Graduate students' perceived needs and preferences for supervisor written feedback for thesis writing. Journal of Language and Education, 6(4), 153–170. https://doi.org/10.17323/jle.2020.10340
Razali, R., & Jupri, R. (2014). Exploring Teacher Written Feedback and Student Revisions on ESL Students' Writing. IOSR Journal of Humanities and Social Science, 19(5), 63–70. https://doi.org/10.9790/0837-19556370
Tai, H. C., Lin, W. C., & Yang, S. C. (2015). Exploring the effects of peer review and teachers' corrective feedback on EFL students' online writing performance. Journal of Educational Computing Research, 53(2), 284–309. https://doi.org/10.1177/0735633115597490
Vadia, M. N., & Ciptaningrum, D. S. (2020). Improving Students' Writing Skill Using Online Feedback. 461(Icllae 2019), 178–182. https://doi.org/10.2991/assehr.k.200804.034
Vayre, E., & Vonthron, A. M. (2017). Psychological Engagement of Students in Distance and Online Learning: Effects of Self-Efficacy and Psychosocial Processes. Journal of Educational Computing Research, 55(2), 197–218. https://doi.org/10.1177/0735633116656849
Zhang, Z. V. (2017). Student engagement with computer-generated feedback: A case study. ELT Journal, 71(3), 317–328. https://doi.org/10.1093/elt/ccw089
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37(November 2017), 13–24. https://doi.org/10.1016/j.asw.2018.03.001
