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心理学
认知
阅读(过程)
质量(理念)
情感(语言学)
认知心理学
数学教育
语言学
沟通
政治学
认识论
哲学
神经科学
法学
作者
Jihyun Park,Soojin Ahn
出处
期刊:영어교육
[Korea Association of Teachers of English]
日期:2022-09-22
卷期号:77 (3): 133-152
标识
DOI:10.15858/engtea.77.3.202209.133
摘要
The purpose of this study was to explore the relationship between students’ cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners’ use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers’ behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants’ revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing.
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