Effects Of Teacher Written Corrective Feedback Types On Chinese EFL Student Engagement With Feedback

Written corrective feedback(WCF)has attracted the attention of many scholars in recent years,and previous research have mostly focused on the teacher’s perspective,ignoring the importance of students,that is,student engagement largely determines the final writing effect.Based on the social-cultural theory and engagement with WCF framework proposed by Hyland(2015),this study explored how non-English-major postgraduates engage with teacher direct and indirect WCF in academic English writing teaching context of a Chinese university,and the relationship between the engagement with WCF and revised drafts is further discussed.The two research questions are as follows:(1)Is there any difference in engagement with WCF between direct feedback group and indirect feedback group? If so,what are the specific aspects?(2)Do different engagement with WCF cause changes in the revised drafts? What is the relationship between student different engagements and revised drafts? This study was carried out in the academic English writing course of a science and engineering university in China.The research objects were 89 non-English-major postgraduate students from two classes.89 valid questionnaires were collected and analyzed by SPSS 25.0.Through the analysis of students’ draft texts and revised drafts as well as semi-structured interview data.The research findings are as follows:(1)Both teacher direct and indirect WCF had a positive impact on EFL student,and there were differences,specifically,there was no difference in cognitive engagement between teacher direct and indirect WCF,there were differences in behavioral and affective engagement and student got better performance on teacher direct WCF.(2)For the different teacher WCF,the student engagement with WCF improved scores of revised drafts.High(the teacher direct WCF)engagement with WCF caused a higher score improvement,while low(the teacher indirect WCF)engagement with WCF also caused a slight score improvement.Based on the above research results,this study suggested that teachers should provide WCF to student’ writing as much as possible in postgraduates academic English writing,make more use of direct WCF,and assist with necessary indirect feedback to jointly promote student’ writing level.Teachers should also consider readability and pay attention to handwriting when providing WCF so that student could understand the feedback content.