Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study
Abstract While there is a growing body of studies on written corrective feedback (WCF) in current literature, little is known about how L2 learners attend to synchronous WCF (SWCF), an innovation of providing WCF, and what factors influence their engagement. To fill the gaps, our study examined L2 l...
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| Format: | Article |
| Language: | English |
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Springer Nature
2025-05-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-025-05007-3 |
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| author | Xiaolong Cheng Jinfen Xu |
| author_facet | Xiaolong Cheng Jinfen Xu |
| author_sort | Xiaolong Cheng |
| collection | DOAJ |
| description | Abstract While there is a growing body of studies on written corrective feedback (WCF) in current literature, little is known about how L2 learners attend to synchronous WCF (SWCF), an innovation of providing WCF, and what factors influence their engagement. To fill the gaps, our study examined L2 learners’ affective, behavioral, and cognitive engagement with such a practice, and the factors contributing to their engagement in the Chinese EFL contexts. Drawing upon a mixed-methods approach, our study comprised two phases (survey study and in-depth study) and collected data from multiple sources including questionnaires, students’ revised drafts of writing, teacher SWCF, semi-structured interviews, and writing journals. The results from survey study and in-depth study showed that Chinese EFL learners generally displayed positive engagement with SWCF in affective, behavioral, and cognitive dimensions, and their engagement was influenced by factors related to students significantly. Specifically, factors including students’ English proficiency, enjoyment of English learning, digital literacy, beliefs about SWCF, and teacher-student relationships were found to mediate whether students could make full use of SWCF and reap benefits from it. The findings of our study contribute to a fine-grained understanding of how learners attended to SWCF from the three perspectives and generate useful implications for promoting their engagement. |
| format | Article |
| id | doaj-art-2ccedefea3004b3c9d0c6494f9c556aa |
| institution | DOAJ |
| issn | 2662-9992 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj-art-2ccedefea3004b3c9d0c6494f9c556aa2025-08-20T03:16:40ZengSpringer NatureHumanities & Social Sciences Communications2662-99922025-05-0112111310.1057/s41599-025-05007-3Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods studyXiaolong Cheng0Jinfen Xu1School of Foreign Languages, Hubei University of TechnologySchool of Foreign Languages, Huazhong University of Science and TechnologyAbstract While there is a growing body of studies on written corrective feedback (WCF) in current literature, little is known about how L2 learners attend to synchronous WCF (SWCF), an innovation of providing WCF, and what factors influence their engagement. To fill the gaps, our study examined L2 learners’ affective, behavioral, and cognitive engagement with such a practice, and the factors contributing to their engagement in the Chinese EFL contexts. Drawing upon a mixed-methods approach, our study comprised two phases (survey study and in-depth study) and collected data from multiple sources including questionnaires, students’ revised drafts of writing, teacher SWCF, semi-structured interviews, and writing journals. The results from survey study and in-depth study showed that Chinese EFL learners generally displayed positive engagement with SWCF in affective, behavioral, and cognitive dimensions, and their engagement was influenced by factors related to students significantly. Specifically, factors including students’ English proficiency, enjoyment of English learning, digital literacy, beliefs about SWCF, and teacher-student relationships were found to mediate whether students could make full use of SWCF and reap benefits from it. The findings of our study contribute to a fine-grained understanding of how learners attended to SWCF from the three perspectives and generate useful implications for promoting their engagement.https://doi.org/10.1057/s41599-025-05007-3 |
| spellingShingle | Xiaolong Cheng Jinfen Xu Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study Humanities & Social Sciences Communications |
| title | Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study |
| title_full | Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study |
| title_fullStr | Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study |
| title_full_unstemmed | Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study |
| title_short | Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study |
| title_sort | engaging second language l2 students with synchronous written corrective feedback in technology enhanced learning contexts a mixed methods study |
| url | https://doi.org/10.1057/s41599-025-05007-3 |
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