Focusing on form: student engagement with teacher feedback?
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The extent of students' engagement with form-focused feedback varies greatly, and one lower-intermediate student's response to teacher feedback was strongly influenced by emotional reactions to the teacher's comments.
“F. Hyland (2003), for example, found that the extent her two case study students engaged with form-focused feedback varied greatly, so that one lower-intermediate student's response to teacher feedback was strongly influenced by her emotional reactions to the teachers' comments on her work.”
From Student engagement with teacher and automated feedback on L2 writing (2018) · cites this paper as F. Hyland (2003)
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Self-citation
- Authors
- Hyland, F.
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Hyland, Fiona
- Venue
- System
- Publisher
- Elsevier BV
- Published
- 2003-06
- Volume
- 31
- Issue
- 2
- Pages
- 217-230
- ISSN
- 0346-251X (ISSN-L)
- OpenAlex
- W1965566286
- Cited by
- 411
- References
- 25
- Citations by year
- 2026: 10 · 2025: 18 · 2024: 28 · 2023: 22 · 2022: 32 · 2021: 36 · 2020: 27 · 2019: 47 · 2018: 20 · 2017: 18 · 2016: 12 · 2015: 22 · 2014: 21 · 2013: 11 · 2012: 17
- FWCI
- 37.98
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- System (publishedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Keywords
- teacher feedback, student revision, academic writing, linguistic accuracy, student engagement, writing instruction
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