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Exploring Written Corrective Feedback Engagement from a Sociocognitive Perspective : = A Case Study of Learners of Japanese as a Foreign Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Written Corrective Feedback Engagement from a Sociocognitive Perspective :/
Reminder of title:	A Case Study of Learners of Japanese as a Foreign Language.
Author:	Takahashi, Jun.
Description:	1 online resource (277 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
Subject:	Foreign language instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29168863click for full text (PQDT)
ISBN:	9798438798576

Exploring Written Corrective Feedback Engagement from a Sociocognitive Perspective : = A Case Study of Learners of Japanese as a Foreign Language.
Takahashi, Jun.

Exploring Written Corrective Feedback Engagement from a Sociocognitive Perspective :A Case Study of Learners of Japanese as a Foreign Language. - 1 online resource (277 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ph.D.)--Indiana University, 2022.

Includes bibliographical references

While written corrective feedback (WCF) is expected to help learners build new knowledge (Bitchener and Storch, 2016), engagement with WCF is not always satisfactory (Ferris, Liu, Sinha, and Senna, 2013). The purpose of this case study is to explore engagement with WCF by undergraduate of Japanese as a foreign language (JFL) at the elementary level. This study also explored what roles individual factors (e.g., proficiency level, beliefs, motivation, and attitudes towards WCF) and contextual factors (e.g., feedback types, availability of external sources, and interpersonal relationships) play in learners' engagement. This study adopted a case study approach (Yin, 2017). Using Ellis's (2010) and Fredricks, Blumenfeld, and Paris's (2004) analytical framework, learners' cognitive, behavioral, and affective engagement with WCF were investigated. The participants were seven elementary JFL learners and two instructors of Japanese in a U.S. undergraduate program. The data were collected from a background questionnaire, semi-structured interviews, retrospective verbal reports, student essays, reflective accounts, screen-recording, classroom observation and course documents. Student texts were analyzed in terms of types of errors, types of WCF, and revision operations. Content analysis (Saldana, 2016) was performed for the verbal data. The results revealed that each learner engaged with WCF differently because of individual and contextual factors. Students would revise their essays without understanding the underlying rules of the language. Whether or not students explored these underlying rules depended on student motivation and the writing task types. As for WCF, this study found that WCF could be harmful to vulnerable students such as struggling learners if WCF is not provided appropriately. This study shows that in order for students to benefit from WCF, WCF needs to be tailored to them on a more individualized basis. Lastly, this study provides pedagogical implications regarding WCF practice, writing assessment, and writing assignment design.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438798576Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Contextual factorsIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Written Corrective Feedback Engagement from a Sociocognitive Perspective : = A Case Study of Learners of Japanese as a Foreign Language.
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