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Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas

Jill Boggs Orcid Logo, Rosa M. Manchón

Assessing Writing, Volume: 58, Start page: 100786

Swansea University Author: Jill Boggs Orcid Logo

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Abstract

Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when th...

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Published in: Assessing Writing
ISSN: 1075-2935 1873-5916
Published: Elsevier BV 2023
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa64553
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Abstract: Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of experience in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed.
Keywords: Feedback literacy; written corrective feedback; L2 writing; second language acquisition; individual differences; writing experience
College: Faculty of Humanities and Social Sciences
Funders: Spanish National Research Agency (Agencia Estatal de Investigación, Research Grant PID2019-104353GB-I00).
Start Page: 100786