Development of Literacy Engagement in Chinese Students with Varying Language Proficiencies

Yilin Jiang, Apisak Sukying, Apisak Sukying

Abstract


The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura’s social cognitive theory and Boekaerts and Corno’s self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and language proficiency. The study employs a qualitative analysis of student responses and reflective journals with quantitative measures of language proficiency and engagement metrics. The research site includes Chinese university classrooms with both low-proficiency (LP) and high-proficiency (HP) students. Key informants are LP and HP students who receive teacher-written corrective feedback. Data analysis involves thematic coding of student responses and statistical analysis of language proficiency scores and engagement levels. Results show that LP students initially display passive engagement but improve with targeted feedback, while HP students demonstrate active engagement and advanced literacy skills. The study suggests tailored pedagogical strategies for LP students and challenges for HP students to enhance literacy engagement and language proficiency.

Keywords


Literacy Engagement, Language Proficiency, Teacher-Written Corrective Feedback, Chinese Students, Qualitative Research

Full Text:

PDF

References


Aljaafreh, A., & Lantolf, J. P. (1994). Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development. The Modern Language Journal, 78(4), 465-483. https://doi.org/10.1111/j.1540-4781.1994.tb02064.x

Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. Taylor & Francis.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175. https://doi.org/10.1037/0003-066X.44.9.1175

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L

Bitchener, J., & D. R. Ferris. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. Routledge. https://doi.org/10.4324/9780203832400

Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development (Vol. 96). Multilingual Matters.

Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied psychology, 54(2), 199-231. https://doi.org/10.1111/j.1464-0597.2005.00205.x

Bruner, J. S. (1985). Child’s Talk: Learning to Use Language. Child Language Teaching and Therapy, 1(1), 111-114. https://doi.org/10.1177/026565908500100113

Buckley, A. (2018). The ideology of student engagement research. Teaching in Higher Education, 23(6), 718-732. https://doi.org/10.1080/13562517.2017.1414789

Cheng, X., & Liu, Y. (2022). Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learners. System, 109, 102880. https://doi.org/10.1016/j.system.2022.102880

Ellis, R. (2010). “Epilogue.” Studies in Second Language Acquisition 32(2), 335-349. https://doi.org/10.1017/s0272263109990544

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201. https://doi.org/10.1017/s0272263109990490

Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5

Fogal, G. G. (2022). Second language writing from a complex dynamic systems perspective. Language Teaching, 55(2), 193-210. https://doi.org/10.1017/S0261444821000410

Frawley, W. (2013). Linguistic semantics. Routledge. https://doi.org/10.4324/9781315044644

Fredricks, J., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059

Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133-142. https://doi.org/10.1016/j.system.2017.07.003

Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. https://doi.org/10.1016/j.jslw.2015.08.002

Han, Y., & Hyland, F. (2019). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 38, 1-13. https://doi.org/10.1016/j.jeap.2018.12.003

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399

Kalimantan, U., Banjarmasin, M., Supiani, Yansyah, & Basthomi, Y. (2023). Indonesian University Students’ Engagement with Teacher’s Written Corrective Feedback in English as an Additional Language Writing Classroom. Iranian Journal of Language Teaching Research, 11(2), 147-166. https://doi.org/10.30466/ijltr.2023.121334

Kramsch, C. (2002). In search of the intercultural. Journal of Sociolinguistics, 6(2), 275-285.

Krause, K. (2005). Understanding and promoting student engagement in university learning communities. Centre for the Study of Higher Education. http://www.cshe.unimelb.edu.au/resources_teach/teaching_in_practice

Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619. https://doi.org/10.1093/applin/aml029

Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In Complexity theory and language development (pp. 11-50). John Benjamins.

Larsen-Freeman, D., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200-213. https://doi.org/10.1111/j.1540-4781.2008.00714.x

Lee, I. (2020). Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing, 49, 100734. https://doi.org/10.1016/j.jslw.2020.100734

Liu, Y. (2021). Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study. Language Teaching Research Quarterly, 25, 84–107. https://doi.org/10.32038/ltrq.2021.25.05

MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-88.

Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72. https://doi.org/10.1016/j.asw.2016.07.001

Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language awareness, 9(1), 34-51. https://doi.org/10.1080/09658410008667135

Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press.

Nguyen, C. D. (2021). Scaffolding student engagement with written corrective feedback: transforming feedback sessions into learning affordances. Language Teaching Research, 13621688211040904. https://doi.org/10.1177/13621688211040904

Pan, J., Chen, H., & Yuan, S. (2023). A comparative study of the engagement with written corrective feedback of Chinese private college students. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 18. https://doi.org/10.1186/s40862-023-00191-8

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Springer. https://doi.org/10.1007/978-1-4614-2018-7_17

Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10(4), 277-303. https://doi.org/10.1016/s1060-3743(01)00046-7

Sachs, R., & Polio, C. (2007). Learners’uses of Two Types of Written Feedback on A L2 Writing Revision Task. Studies in Second Language Acquisition, 29(1), 67-100. https://doi.org/10.1017/s0272263107070039

Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review. ProQuest, 53(3). https://doi.org/10.1111/bjet.13190

Sharpe, T. (2008). How can teacher talk support learning? Linguistics and Education, 19(2), 132-148. https://doi.org/10.1016/j.linged.2008.05.001

Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262-277. https://doi.org/10.1017/s0261444818000034

Storch, N., & Wigglesworth, G. (2010). Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing. Studies in Second Language Acquisition, 32(02), 303-334. https://doi.org/10.1017/s0272263109990532

Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102247. https://doi.org/10.1016/j.system.2020.102247

Verspoor, M. H., Lowie, W., & Bot, K. (2011). A dynamic approach to second language development. A Dynamic Approach to Second Language Development, 1-221.

Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.

Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 189–240). Sharpe.

Yang, L. F., & Zhang, L. J. (2023, May). Self-regulation and student engagement with feedback: The case of Chinese EFL student writers. Journal of English for Academic Purposes, 63, 101226. https://doi.org/10.1016/j.jeap.2023.101226

Zepke, N. (2014). Student engagement research in higher education: Questioning an academic orthodoxy. Teaching in Higher Education, 19(6), 697-708. https://doi.org/10.1080/13562517.2014.901956

Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active learning in higher education, 11(3), 167-177. https://doi.org/10.1177/1469787410379680

Zhang, T., & Mao, Z. (2023). Exploring the development of student feedback literacy in the second language writing classroom. Assessing Writing, 55, 100697. https://doi.org/10.1016/j.asw.2023.100697

Zhang, Z. (2022). Toward the role of teacher empathy in students’ engagement in English language classes. Frontiers in Psychology, 13, https://doi.org/10.3389/fpsyg.2022.880935

Zhang, Z. V., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, 100586. https://doi.org/10.1016/j.asw.2021.100586

Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004

Zheng, Y., & S. Yu. (2018). Student Engagement with Teacher Written Corrective Feedback in EFL Writing: A Case Study of Chinese Lower-Proficiency Students. Assessing Writing 37, 13-24. https://doi.org/10.1016/j.asw.2018.03.001

Zheng, Y., Yu, S., & Liu, Z. (2020). Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education, 3, 1-21. https://doi.org/10.1080/13562517.2020.1806225




DOI: https://doi.org/10.7575/aiac.ijels.v.12n.3p.33

Refbacks

  • There are currently no refbacks.




License URL: https://creativecommons.org/licenses/by/4.0/

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.