The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
Written corrective feedback (WCF) has been extensively studied, focusing on the types that encourage substantial repair. However, despite writing teachers' continuous effort in strategizing language instructions, L2 learners still commit errors in following simple grammar rules that should have...
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| Format: | text |
| Language: | English |
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Animo Repository
2023
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| Online Access: | https://animorepository.dlsu.edu.ph/etdm_deal/17 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | Written corrective feedback (WCF) has been extensively studied, focusing on the types that encourage substantial repair. However, despite writing teachers' continuous effort in strategizing language instructions, L2 learners still commit errors in following simple grammar rules that should have been mastered in their grade school. The pedagogical and research concern now should focus on determining the engagement of learners in their teachers' WCF and the factors that affect their engagement. This is in the hopes of better low order (e.g., grammar, word choice, and punctuation marks) and high order (e.g., organization and content) writing skills under different learning contexts. Using Ellis's (2010) componential framework, the current study examines the intercorrelations of individual differences (ID) variables (i.e., motivation, beliefs, and preferences) and their direct effect to engagement. Data from STEM and HUMSS students were gathered and compared using structural equations modelling (SEM). Results show that the intercorrelation of motivation to beliefs is strongest in STEM while the intercorrelation of beliefs to preferences is strongest in HUMSS. It was also found that motivation, beliefs, and preferences have direct effect to engagement, with preferences having the highest beta coefficient in both contexts. It is then suggested that writing teachers create more opportunities for error correction and revisit writing curriculum, and more research should be further conducted to reveal the sources of learners' ID variables to eradicate negative emotions towards WCF, which could impede engagement.
Keywords: Written Corrective Feedback, L2 Writing, Student's Engagement |
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