Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback
Abstract
null null Learner beliefs, as a complex learner characteristic, greatly impact the L2 learning process and its outcomes; however, little research has specifically explored the dynamic nature of learner beliefs in relation to learner engagement with written corrective feedback (WCF). To address this gap, data drawn from a qualitative multiple-case study were analyzed to investigate what learner beliefs mediated learner engagement with WCF, and...
Paper Details
Title
Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback
Published Date
Oct 1, 2017
Journal
Volume
69
Pages
133 - 142
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