EFL Learners' Engagement in a Socially Mediated Correcting Sequence: Writing Development and Attitudes

This thesis examines written corrective feedback (WCF) in English classes at a Vietnamese Secondary School. It investigates how students’ beliefs and writing development are impacted by their engagement in teacher and group-based correcting strategies integrated into a correcting sequence. Further, it explores the group-based students’ engagement in and responses to the correcting sequence. Engaging in the correcting sequence resulted in students’ different levels of writing improvement, engagement, and views. This study suggests contextualizing WCF within pedagogical sequences of tasks and collaborative learning to maximize learners’ interaction and promote multi-dimensional levels of engagement in written corrective practices.