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...

Full description

Saved in:
Bibliographic Details
Main Author: Dangaran, Venice Cristine
Format: text
Language:English
Published: Animo Repository 2023
Subjects:
Online Access:https://animorepository.dlsu.edu.ph/etdm_deal/17
Tags: Add Tag
No Tags, Be the first to tag this record!
Institution: De La Salle University
Language: English
id oai:animorepository.dlsu.edu.ph:etdm_deal-1015
record_format eprints
spelling oai:animorepository.dlsu.edu.ph:etdm_deal-10152023-09-18T06:49:27Z The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context Dangaran, Venice Cristine 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 2023-07-04T07:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etdm_deal/17 English and Applied Linguistics Master's Theses English Animo Repository Writing Teacher-student relationships Composition (Language arts) English language--Composition and exercises Education Language and Literacy Education
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Writing
Teacher-student relationships
Composition (Language arts)
English language--Composition and exercises
Education
Language and Literacy Education
spellingShingle Writing
Teacher-student relationships
Composition (Language arts)
English language--Composition and exercises
Education
Language and Literacy Education
Dangaran, Venice Cristine
The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
description 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
format text
author Dangaran, Venice Cristine
author_facet Dangaran, Venice Cristine
author_sort Dangaran, Venice Cristine
title The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
title_short The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
title_full The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
title_fullStr The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
title_full_unstemmed The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context
title_sort relationship of learners’ individual differences factors and their engagement in teacher’s written corrective feedback (wcf) in stem and humss context
publisher Animo Repository
publishDate 2023
url https://animorepository.dlsu.edu.ph/etdm_deal/17
_version_ 1778174625528676352