Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing
Abstract Teacher feedback is a critical component in L2 academic writing classes. Despite extensive research on how feedback affects students’ writing and confidence, influences on how students engage with teacher comments remain unclear. The present study addresses this gap by exploring the engagem...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-05-01
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| Series: | Language Testing in Asia |
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| Online Access: | https://doi.org/10.1186/s40468-025-00362-z |
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| _version_ | 1849730978884354048 |
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| author | Harold Taguba Sterling Plata |
| author_facet | Harold Taguba Sterling Plata |
| author_sort | Harold Taguba |
| collection | DOAJ |
| description | Abstract Teacher feedback is a critical component in L2 academic writing classes. Despite extensive research on how feedback affects students’ writing and confidence, influences on how students engage with teacher comments remain unclear. The present study addresses this gap by exploring the engagement strategies of L2 senior high school students and the reasons for their disengagement. The results of the semi-structured interviews uncovered strategies for cognitive, affective, and behavioral engagement. Analyzing disengagement through the lens of L2 writing self-efficacy, low linguistic confidence and weak self-regulation were identified as contributing factors. These results suggest the need to embed feedback engagement strategies in academic writing instruction and to provide targeted interventions to address the lack of linguistic confidence and self-regulation among students with low L2 writing self-efficacy. |
| format | Article |
| id | doaj-art-56dc3f16ce9943ad9e75712740d71e7e |
| institution | DOAJ |
| issn | 2229-0443 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj-art-56dc3f16ce9943ad9e75712740d71e7e2025-08-20T03:08:43ZengSpringerOpenLanguage Testing in Asia2229-04432025-05-0115111510.1186/s40468-025-00362-zEngagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writingHarold Taguba0Sterling Plata1Western Bicutan National High SchoolDe La Salle UniversityAbstract Teacher feedback is a critical component in L2 academic writing classes. Despite extensive research on how feedback affects students’ writing and confidence, influences on how students engage with teacher comments remain unclear. The present study addresses this gap by exploring the engagement strategies of L2 senior high school students and the reasons for their disengagement. The results of the semi-structured interviews uncovered strategies for cognitive, affective, and behavioral engagement. Analyzing disengagement through the lens of L2 writing self-efficacy, low linguistic confidence and weak self-regulation were identified as contributing factors. These results suggest the need to embed feedback engagement strategies in academic writing instruction and to provide targeted interventions to address the lack of linguistic confidence and self-regulation among students with low L2 writing self-efficacy.https://doi.org/10.1186/s40468-025-00362-zL2 writing self-efficacyStudent engagementAcademic writingFeedback literacy |
| spellingShingle | Harold Taguba Sterling Plata Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing Language Testing in Asia L2 writing self-efficacy Student engagement Academic writing Feedback literacy |
| title | Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing |
| title_full | Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing |
| title_fullStr | Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing |
| title_full_unstemmed | Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing |
| title_short | Engagement strategies and reasons for disengagement with teacher feedback: insights from L2 senior high school students in academic writing |
| title_sort | engagement strategies and reasons for disengagement with teacher feedback insights from l2 senior high school students in academic writing |
| topic | L2 writing self-efficacy Student engagement Academic writing Feedback literacy |
| url | https://doi.org/10.1186/s40468-025-00362-z |
| work_keys_str_mv | AT haroldtaguba engagementstrategiesandreasonsfordisengagementwithteacherfeedbackinsightsfroml2seniorhighschoolstudentsinacademicwriting AT sterlingplata engagementstrategiesandreasonsfordisengagementwithteacherfeedbackinsightsfroml2seniorhighschoolstudentsinacademicwriting |