Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas.

Boggs, Jill; Manchón, Rosa M.

Publication:
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas.

dc.contributor.author	Boggs, Jill
dc.contributor.author	Manchón, Rosa M.
dc.contributor.department	Filología Inglesa
dc.date.accessioned	2024-01-24T17:17:31Z
dc.date.available	2024-01-24T17:17:31Z
dc.date.issued	2023-09-26
dc.description	©2023. "Once the embargo has passed this document Will be available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.” This document is the Accepted version of a Published Work that appeared in final form in Assessing Writing. To access the final edited and published work see https://doi.org/10.1016/j.asw.2023.100786	es
dc.description.abstract	Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of experience in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed.	es
dc.format	application/pdf	es
dc.format.extent	30	es
dc.identifier.citation	Assessing Writing, 58, 100786,
dc.identifier.doi	https://doi.org/10.1016/j.asw.2023.100786
dc.identifier.issn	Print: 1075-2935
dc.identifier.issn	Electronic: 1873-5916
dc.identifier.uri	http://hdl.handle.net/10201/137718
dc.language	eng	es
dc.relation	This paper is part of a program of research financed by the Spanish National Research Agency (Agencia Estatal de Investigación, ´Research Grant PID2019-104353GB-I00).	es
dc.relation.publisherversion	https://www.sciencedirect.com/science/article/pii/S1075293523000946?via%3Dihub	es
dc.rights	info:eu-repo/semantics/embargoedAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Feedback literacy	es
dc.subject	Written corrective feedback	es
dc.subject	L2 writing	es
dc.subject	Second language acquisition	es
dc.subject	Individual differences	es
dc.subject	Writing experience	es
dc.subject.other	CDU::8- Lingüística y literatura::81 - Lingüística y lenguas	es
dc.title	Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas.	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es