This study provides insights into the nature of L2 writers' engagement with written corrective feedback (WCF) - how they process it and what they understand about the nature of the error - to explore its potential for language development. It also explores various factors, such as individual, socio-contextual, and pedagogical, which influence the extent of student engagement. Data include students' revisions recorded with screen-capture software and video-stimulated recall.
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- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 160-166)Note typebibliography
- Field of study: English