Developing Feedback Literacy Through Technology-Mediated Feedback in L2 Writing: A Mixed-Methods Approach
DOI:
https://doi.org/10.5281/zenodo.15205344Ключевые слова:
Feedback Literacy, Technology-Mediated Feedback, Second Language Writing (L2 Writing), Mixed-Methods Approach, Feedback Engagement, Peer Feedback, Self-Regulation, Automated Feedback Systems, Learning Management Systems (LMS), Writing Improvement, Educational Technology, Collaborative Writing Tools, Writing Pedagogy.Аннотация
This article explores how technology can help students improve their skills in using feedback for writing in
a second language (L2). Feedback literacy refers to the ability to understand, interpret, and use feedback to improve
writing, which is crucial for L2 learners. The study employs various technological tools such as automated feedback systems,
learning management systems (LMS), peer review platforms, and collaborative writing tools to support this learning
process. The researchers used both quantitative data (e.g., surveys and test scores) and qualitative data (e.g., interviews
and journals) to analyze how students interact with feedback, how they use it to enhance their writing, and the challenges
they encounter. The findings indicate that technology-mediated feedback fosters greater student engagement, promotes
self-regulation, and encourages collaboration.
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