Developing English Asasecondlanguage Learners Feedback Literacy Recontextualizing Feedback And Rethinking Feedback Practices Thesis Sin Wang Chong by Sin Wang Chong instant download after payment.

Feedback, which is defined as a sense-making process of students to turn assessment information into action to improve their learning process or quality of their work, is one of the most powerful means to improve students’ learning. In ESL writing classrooms, a quintessential feedback process includes students’ active engagement with feedback provided by their teachers, peers, or other sources (e.g., from automatic writing evaluation software). Such engagement would, in turn, enable students to utilize formative information in the feedback to improve their written texts. In the feedback literature, while there has been much discussion on the mechanical aspect of feedback, that is, how teachers should go about giving feedback to facilitate students’ uptake of formative information (e.g., by engaging students in feedback dialogues), there is a dearth of research on understanding factors which affect students’ engagement with feedback.
Recently, Carless and Boud (2018) proposed a conceptual framework of feedback literacy which conceptualizes types of student engagement with feedback (cognitive, emotional, and behavioural engagement). Drawing upon Carless and Boud’s (2018) feedback literacy framework and sociocultural theory (Vygotsky, 1978; 1981), this thesis presents and  discusses six of my articles published in international refereed journals with reference to two research questions: (1) How is feedback conceptualized by ESL learners?; and (2) how can feedback activities develop feedback literacy of ESL learners?