As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…

Metacognition emphasizes an awareness and understanding of one's thoughts and cognitive processes, along with management of cognition through multiple strategies, including organizing, monitoring, and adapting. Before students can truly become effective writers, they must develop an appreciation for the amount of planning, organization, and…

Effective written feedback is crucial to student learning and developing writing skills. Responding to student writing is a multifaceted and complex process that requires a more nuanced understanding of second language writing research. This study explored teachers' beliefs and practices about written feedback, which may be influenced by a range…

Recent studies have highlighted the significance of learners' engagement with written corrective feedback (WCF). However, comparative studies exploring graduate students' engagement (i.e., cognitive, affective, and behavioral) with peers and teachers' feedback in an L2 writing course is scarce. Hence, this multiple case study, using various…

Peer feedback has been widely used in English as a foreign language (EFL) writing classes, but its effect is highly variable and its quality and validity are often questioned by students as well as teachers. This research aims to explore the effects of teacher intervention on student use of different types of peer feedback and on their…

This essay aims to build upon the Peer Writing Tutor Alumni Research Project (PWTARP), designed by Bradley Hughes, Paula Gillespie, and Harvey Kail (2010), which focuses on what tutors learn about themselves as writers and students. However, the PWTARP survey, like much of writing center scholarship, focuses on student workers attending PWIs…

Peer feedback has been recognized as a crucial strategy in enhancing L2 writing skills and performance. It addresses common challenges faced by students, such as grammar and spelling errors, limited expression ability, and cultural differences. Peer feed-back and feed-forward are two major approaches to providing peer feedback. However, existing…

The purpose of this qualitative project is to examine the use of a noticing assignment in one fourth-grade dual language arts classroom. We, the authors, consider the texts most interesting to students and how these texts relate to humanizing and responsive writing pedagogies. Learning to write in K-12 schooling contexts is often dictated by…

This article reports on a study focused on understanding the relationship between teachers' emotional responses and the larger contextual factors that shape response practices. Drawing from response and emotion scholarship, this article proposes affective tensions as a way for understanding the tug and pull that teachers experience between what…

Teacher feedback is of little use without student engagement. Few studies have, however, empirically considered how direct interventions may enhance student engagement with feedback. This study explored whether and to what extent the use of a rebuttal-writing task can serve as a learning tool to promote student engagement with teacher feedback.…

Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects…

This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through…

Instructors often use text-based methods when giving feedback to students on their papers. With the development of audio recording technologies, audio feedback has become an increasingly popular alternative to written feedback. This study analyzed five instructors' commenting patterns of both written and audio feedback. The five instructors, who…

This study investigated the revision effectiveness of peer feedback in comparison with teacher feedback, before and after a peer feedback training intervention that was designed to be implementable in large teaching load contexts and with EFL students. Fifty-six EFL students across two different class sections received teacher or peer feedback…