Abstract

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroom-based study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-mediated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students’ written texts, screencasts that captured students’ revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts’ accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments.

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