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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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DOI (Published version): 10.1016/j.asw.2023.100786

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
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URI: https://cronfa.swan.ac.uk/Record/cronfa64553
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spelling v2 64553 2023-09-15 Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas 771925c73ffd84292a1689b912dc35fb 0000-0001-8350-5386 Jill Boggs Jill Boggs true false 2023-09-15 APLI 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. Journal Article Assessing Writing 58 100786 Elsevier BV 1075-2935 1873-5916 Feedback literacy; written corrective feedback; L2 writing; second language acquisition; individual differences; writing experience 31 10 2023 2023-10-31 10.1016/j.asw.2023.100786 http://dx.doi.org/10.1016/j.asw.2023.100786 COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University SU Library paid the OA fee (TA Institutional Deal) Spanish National Research Agency (Agencia Estatal de Investigación, Research Grant PID2019-104353GB-I00). 2023-10-04T10:58:55.5901481 2023-09-15T14:23:17.6153063 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Jill Boggs 0000-0001-8350-5386 1 Rosa M. Manchón 2 64553__28642__1cd89531dab941e18bdcc8745d4f38ea.pdf 64553.VOR.pdf 2023-09-27T11:05:43.6163325 Output 559129 application/pdf Version of Record true © 2023 The Authors. Published by Elsevier Inc. This is an open access article under the Creative Commons CC BY 4.0 license. true eng http://creativecommons.org/licenses/by/4.0/
title Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
spellingShingle Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
Jill Boggs
title_short Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
title_full Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
title_fullStr Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
title_full_unstemmed Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
title_sort Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
author_id_str_mv 771925c73ffd84292a1689b912dc35fb
author_id_fullname_str_mv 771925c73ffd84292a1689b912dc35fb_***_Jill Boggs
author Jill Boggs
author2 Jill Boggs
Rosa M. Manchón
format Journal article
container_title Assessing Writing
container_volume 58
container_start_page 100786
publishDate 2023
institution Swansea University
issn 1075-2935
1873-5916
doi_str_mv 10.1016/j.asw.2023.100786
publisher Elsevier BV
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
url http://dx.doi.org/10.1016/j.asw.2023.100786
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description 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.
published_date 2023-10-31T10:58:57Z
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score 11.012947

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