Description
This study investigates how different feedback types influence adolescent EFL students’ engagement and second language (L2) writing development. Students received feedback from an automated writing evaluation program, a teacher, or a peer. Writing progress and engagement were assessed through tests and questionnaires. Results showed that AWE feedback led to significant writing improvement across all essays and was the most effective in fostering cognitive and affective engagement, while behavioral engagement did not differ among groups.
Summary
This study investigates how different feedback types influence adolescent EFL students’ engagement and second language (L2) writing development. Students received feedback from an automated writing evaluation program, a teacher, or a peer. Writing progress and engagement were assessed through tests and questionnaires. Results showed that AWE feedback led to significant writing improvement across all essays and was the most effective in fostering cognitive and affective engagement, while behavioral engagement did not differ among groups.
| Commercial Promotion | No |
|---|---|
| Language | English |
| Teaching Context | Junior/senior high-school |