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Developments in a Teacher's Cognition about Written Feedback: A Sociocultural Theory-Driven Perspective

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Title: Developments in a Teacher's Cognition about Written Feedback: A Sociocultural Theory-Driven Perspective
Language: English
Authors: Hooman Saeli (ORCID 0000-0003-2904-2119), Payam Rahmati (ORCID 0000-0003-0387-9586)
Source: Language Teaching Research. 2026 30(2):554-576.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Cognitive Processes, Second Language Instruction, English (Second Language), Language Teachers, Writing Evaluation, Foreign Countries, Writing Instruction, Essays, Cognitive Development, Sociocultural Patterns, Context Effect, College Faculty
Geographic Terms: Iran
DOI: 10.1177/13621688221142018
ISSN: 1362-1688
1477-0954
Abstract: In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher's cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students' essays with Moe's feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe's cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar feedback. In addition, Moe's 2016 feedback practices included mostly negative feedback, while, in 2021, his feedback incorporated instances of positive feedback at the end of essays. We also pinpointed the variables which mediated these developments in Moe's cognitions. Specifically, we found out that Moe's expanding teaching experiences, his interactions with colleagues/mentors, and his professors at different institutions mediated the developments we identified in his cognitions in 2013, 2016, and 2021.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496717
Database: ERIC
FullText Text:
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  Data: Developments in a Teacher's Cognition about Written Feedback: A Sociocultural Theory-Driven Perspective
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  Data: <searchLink fieldCode="AR" term="%22Hooman+Saeli%22">Hooman Saeli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2904-2119">0000-0003-2904-2119</externalLink>)<br /><searchLink fieldCode="AR" term="%22Payam+Rahmati%22">Payam Rahmati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0387-9586">0000-0003-0387-9586</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(2):554-576.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/13621688221142018
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher's cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students' essays with Moe's feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe's cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar feedback. In addition, Moe's 2016 feedback practices included mostly negative feedback, while, in 2021, his feedback incorporated instances of positive feedback at the end of essays. We also pinpointed the variables which mediated these developments in Moe's cognitions. Specifically, we found out that Moe's expanding teaching experiences, his interactions with colleagues/mentors, and his professors at different institutions mediated the developments we identified in his cognitions in 2013, 2016, and 2021.
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  Data: EJ1496717
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        Value: 10.1177/13621688221142018
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      – Text: English
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        PageCount: 23
        StartPage: 554
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Essays
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      – SubjectFull: Cognitive Development
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Context Effect
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      – SubjectFull: College Faculty
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      – SubjectFull: Iran
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      – TitleFull: Developments in a Teacher's Cognition about Written Feedback: A Sociocultural Theory-Driven Perspective
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            NameFull: Payam Rahmati
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