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dc.contributor.authorChong , SW
dc.identifier.citationChong , SW 2022 , ' The role of feedback literacy in written corrective feedback research : from feedback information to feedback ecology ' , Cogent Education , vol. 9 , no. 1 .
dc.identifier.otherORCID: /0000-0002-4519-0544/work/116910284
dc.description.abstractResearch on written corrective feedback (WCF) has received sustained interest in the field of second language acquisition and language education. This viewpoint article extends the theoretical and conceptual discussion on WCF research by introducing the notions of “feedback literacy” and “feedback ecology”. In this article, I first review three strands of WCF research. Then, I argue for the need to shift the focus of our investigation from feedback information (focusing on impact of feedback), to feedback process (focusing on learners “and teachers” perception of feedback), to feedback ecology (focusing on learners’ and teachers’ engagement of feedback and influences of such engagement). Putting forward a “feedback ecology” conceptual framework that is informed by Ecological Systems Theory, Actor-network Theory, and Complex Dynamic Systems Theory, I suggest three research tasks for future WCF studies, highlighting the affordances of qualitative research methodologies such as narrative inquiry.
dc.relation.ispartofCogent Educationen
dc.subjectWritten corrective feedbacken
dc.subjectFeedback literacyen
dc.subjectFeedback ecologyen
dc.subjectLB2300 Higher Educationen
dc.titleThe role of feedback literacy in written corrective feedback research : from feedback information to feedback ecologyen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.description.statusPeer revieweden

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