The Role of Individual Differences in L2 Learners' Retention of Written Corrective Feedback

Main Article Content

Mohammad Rahimi

Abstract

The present study aims to investigate the extent to which L2 learners’ individual differences (field dependency and writing motivation) predict their retention of a teacher’s written corrective feedback (CF) in the short and in the long run. Using Ellis’s (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students’ successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.

Article Details

How to Cite
Rahimi, M. (2015). The Role of Individual Differences in L2 Learners’ Retention of Written Corrective Feedback. Journal of Response to Writing, 1(1). Retrieved from https://journalrw.org/index.php/jrw/article/view/18
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Author Biography

Mohammad Rahimi, Université du Québec à Montréal (UQAM)

Mohammad Rahimi is an assistant professor in the département de didactique des langues at UQAM.