Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-31T20:19:29.295Z Has data issue: false hasContentIssue false

13 - Learner Engagement with Written Feedback

A Sociocognitive Perspective

from Section 4: - Engaging with Feedback: Student Participation Dimensions

Published online by Cambridge University Press:  19 July 2019

By
Ye Han  and
Fiona Hyland
Edited by
Ken Hyland  and
Fiona Hyland
Ken Hyland
Affiliation:
The University of Hong Kong
Fiona Hyland
Affiliation:
The University of Hong Kong
Get access
Type
Chapter
Information
Feedback in Second Language Writing
Contexts and Issues
 , pp. 247 - 264
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the Zone of Proximal Development. The Modern Language Journal, 78, 465–83.Google Scholar
Atkinson, D. (2010). Sociocognition: what it can mean for second language acquisition. In Batstone, R. (Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 24–39). Oxford: Oxford University Press.Google Scholar
Atkinson, D., Churchill, E., Nishino, T. & Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. The Modern Language Journal, 91, 169–88.CrossRefGoogle Scholar
Barcelos, A. M. F. (2003). Research beliefs about SLA: A critical review. In Kalaja, P., & Barcelos, A. M. F. (Eds.), Beliefs about SLA: New Research approaches (pp. 7–33). New York: Springer.CrossRefGoogle Scholar
Batstone, R. (2010). Issues and options in sociocognition. In Batstone, R. (Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 3–23). Oxford: Oxford University Press.Google Scholar
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21, 348–63.CrossRefGoogle Scholar
Christenson, S. L., Reschly, A. L. & Wylie, C. (Eds.) (2012). The Handbook of Research on Student Engagement. New York: Springer.CrossRefGoogle Scholar
Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335–49.CrossRefGoogle Scholar
Ferris, D. R. (2004). The ‘grammar correction’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime …?). Journal of Second Language Writing, 13, 49–62.Google Scholar
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues, (pp. 81–104). Cambridge: Cambridge University Press.Google Scholar
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181–201.Google Scholar
Ferris, D. R. & Kurzer, K. (2018). Does error feedback help L2 writers? Latest evidence on the efficacy of written corrective feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (2nd ed.) (page number to be assigned). Cambridge: Cambridge University Press.Google Scholar
Ferris, D. R., Liu, H., Sinha, A. & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22, 307–29.Google Scholar
Ferris, D. R. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161–184.Google Scholar
Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher, and student variables. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 185–205). New York: Cambridge University Press.Google Scholar
Goldstein, L. & Conrad, S. (1990). Input and the negotiation of meaning in ESLl writing conferences. TESOL Quarterly, 24, 443–60.CrossRefGoogle Scholar
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–42. doi:10.1016/j.system.2017.07.003CrossRefGoogle Scholar
Han, Y. & Hyland, F. (in press). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes. doi:10.1016/j.jeap.2018.12.003CrossRefGoogle Scholar
Han, Y. & Hyland, F. (2017). Oral corrective feedback on L2 writing from a sociocultural perspective: A case study on two writing conferences in a Chinese university. Writing and Pedagogy, 8, 433–59. doi:10.1558/wap.27165Google Scholar
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. doi: 10.1016/j.jslw.2015.08.002Google Scholar
Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7, 255–86.CrossRefGoogle Scholar
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4, 33–54.CrossRefGoogle Scholar
Hyland, F. (2003). Focus on form: student engagement with teacher feedback. System, 31, 217–30.CrossRefGoogle Scholar
Hyland, F. & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185–212.CrossRefGoogle Scholar
Hyland, K. & Hyland, F. (2006a). Context and issues in feedback on L2 writing: An introduction. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing (pp. 1–20). Cambridge, England: Cambridge University Press.Google Scholar
Hyland, K. & Hyland, F. (2006b). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing (pp. 206–24). Cambridge, England: Cambridge University Press.Google Scholar
Lantolf, J. P. & Appel, G. (1994). Theoretical framework: An introduction to Vygotskian Approaches to second language research. In Lantolf, J. P. & Appel, A. (Eds.), Vygotskian Approaches to Second Language Research (pp. 1–32). Norwood, NJ: Ablex Publishing Corporation.Google Scholar
Lee, I. (2008a). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69–85.CrossRefGoogle Scholar
Lee, I. (2008b). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 144–64.Google Scholar
Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48, 201–13. doi: 10.1002/tesq.153CrossRefGoogle Scholar
Qi, D. S. & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277–303.Google Scholar
Semke, H. (1984). Effects of the red pen. Foreign Language Annals, 17, 195–202.Google Scholar
Storch, N. & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition, 32, 303–34.Google Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing class. Language Learning, 46, 327–69.CrossRefGoogle Scholar
Truscott, J. (2007). The effect of error correction on learners’ ability to write accuracy. Journal of Second Language Writing, 16, 255–72.Google Scholar
van Lier, L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. New York: Kluwer Academic Publishers.CrossRefGoogle Scholar
Villamil, O. S. & Guerrero, M. C. M. de (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 23–41). New York: Cambridge University Press.CrossRefGoogle Scholar
Zhang, Z. & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36: 90–102.CrossRefGoogle Scholar
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, 13–24.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×