چكيده به لاتين
Studies on various feedback sources and their effects on second/foreign language writing have increased rapidly in the past two decades. Studies on multiple sources of corrective feedback have notably highlighted the significance of learners’ engagement with written corrective feedback (WCF). However, comparative studies exploring graduate students’ engagement (i.e., cognitive, affective, and behavioral) with peers and teachers’ feedback in an academic writing course is scarce. To contribute to this fresh line of research, this multiple case study, using multiple sources such as a semi-structured interview, a narrative inquiry sheet, a peer feedback sheet, and students’ writing tasks, examined Iranian EFL graduate students’ engagement with peer- and teacher feedback. The holistic findings revealed that all of the learners were cognitively, behaviorally, and affectively engaged with the WCF they have received from peers and the instructor. However, the intensity of each dimension of engagement with peer and teacher WCF was various. More specifically, as for peer-feedback engagement, the researcher found out that behavioral engagement (n= 26, 100%) was the most frequent engagement type in the corpus. The second most frequent was cognitive engagement (n=21, 80%) and the least common engagement type was related to affective engagement (n=16, 61%). As for teachers’ feedback engagement, the qualitative findings revealed that cognitive engagement was the most frequent engagement type in the corpus. All the students (n=26, 100%) were cognitively engaged with the WCF. The second most frequent was affective engagement (n=19, 73%) and the least common engagement type was related to behavioral engagement (n=15, 57%). Implications and recommendations are discussed in the light of the findings.
