A Mediated Learning Experience Perspective on Engagement with Feedback Through a Sequence of Tasks

Abstract

Although student engagement with feedback has been discussed in second language writing studies, student engagement with teacher and peer feedback through a sequence of tasks (SOT) remains under-explored. The present study adopted mediated learning experience (MLE) theory to operationalize the sequence within the teacher’s intervention and peer collaboration to facilitate Vietnamese secondary students’ engagement. The study explores whether there is student engagement with feedback, whether their engagement satisfies the criteria of MLE, and how it is mediated through the SOT. The analysis of data from audio recordings and correcting texts indicated that there was student engagement with feedback that addressed MLE’s criteria and was mediated by the teacher’s mediational strategies, peer collaboration, first language, and the learning tasks. Although responding to teacher and peer feedback showed an indication of understanding, indirect feedback caused uncertainties in some cases, and responses to the rewriting task were somewhat transcendent. The findings validate a mediated view of language learning from which implications for research and L2 writing are drawn.

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