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Volume 18, Issue 2 July 2022, pp. 286–315

Regular Articles

Student engagement with computer-mediated teacher written corrective feedback: A case study

Svetlana Koltovskaia ¹, & Santosh Mahapatra ²

¹ Northeastern State University, USA
² BITS Pilani Hyderabad Campus, INDIA

DOI: https://doi.org/10.29140/jaltcall.v18n2.519

Abstract

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroom-based study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-mediated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students’ written texts, screencasts that captured students’ revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts’ accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments.

Copyright

© Svetlana Koltovskaia, Santosh Mahapatra

This work is licensed under a Creative Commons Attribution 4.0 International License.

Suggested citation

Koltovskaia, S., & Mahapatra, S. K. (2022). Student engagement with computer-mediated teacher written corrective feedback: A case study. The JALT CALL Journal, 18(2), 286–315. https://doi.org/10.29140/jaltcall.v18n2.519

Author biodata

Svetlana Koltovskaia is a tenure-track assistant professor of English at Northeastern State University, Tahlequah, OK. She holds a Ph.D. in Applied Linguistics from Oklahoma State University and M.A in TESOL from Central Michigan University. Her main research areas are computer-assisted language learning, L2 writing, and L2 assessment.

Santosh is an Assistant Professor at BITS Pilani Hyderabad Campus, India. His research interests are teacher development, digital technology and language policy.

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