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EFL Learners' Processing of Written Corrective Feedback with Think-Alouds for L2 Pragmatic Learning

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Title: EFL Learners' Processing of Written Corrective Feedback with Think-Alouds for L2 Pragmatic Learning
Language: English
Authors: Hui-Tzu Hsu, Yuan-shan Chen, Hsuan-Yu Tai
Source: TESOL Quarterly. 2026 60(1):379-391.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, English (Second Language), Student Attitudes, Written Language, Feedback (Response), Protocol Analysis, Pragmatics, Language Processing
DOI: 10.1002/tesq.70020
ISSN: 0039-8322
1545-7249
Abstract: Although corrective feedback has been shown to benefit second language (L2) pragmatic learning, limited research has explored how L2 learners process corrective feedback in relation to their pragmatic development, particularly in terms of depth of processing. This study investigated the depth of processing when exposed to different types of feedback. Twelve participants, all at a high-intermediate level of English proficiency, were randomly assigned to one of two groups: (1) a direct corrective feedback group and (2) an indirect corrective feedback group. Analysis of think-aloud protocols revealed that direct corrective feedback was associated with a low depth of processing. In contrast, indirect corrective feedback was linked to a higher depth of processing, as learners were observed to formulate pragmatic hypotheses or apply learned downgraders while interpreting feedback during revision. The study concludes by offering pedagogical implications for language instructors and suggesting avenues for future research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496854
Database: ERIC
FullText Text:
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  Data: EFL Learners' Processing of Written Corrective Feedback with Think-Alouds for L2 Pragmatic Learning
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  Data: <searchLink fieldCode="AR" term="%22Hui-Tzu+Hsu%22">Hui-Tzu Hsu</searchLink><br /><searchLink fieldCode="AR" term="%22Yuan-shan+Chen%22">Yuan-shan Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Hsuan-Yu+Tai%22">Hsuan-Yu Tai</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(1):379-391.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+Analysis%22">Protocol Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink>
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  Data: 10.1002/tesq.70020
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  Data: Although corrective feedback has been shown to benefit second language (L2) pragmatic learning, limited research has explored how L2 learners process corrective feedback in relation to their pragmatic development, particularly in terms of depth of processing. This study investigated the depth of processing when exposed to different types of feedback. Twelve participants, all at a high-intermediate level of English proficiency, were randomly assigned to one of two groups: (1) a direct corrective feedback group and (2) an indirect corrective feedback group. Analysis of think-aloud protocols revealed that direct corrective feedback was associated with a low depth of processing. In contrast, indirect corrective feedback was linked to a higher depth of processing, as learners were observed to formulate pragmatic hypotheses or apply learned downgraders while interpreting feedback during revision. The study concludes by offering pedagogical implications for language instructors and suggesting avenues for future research.
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  Data: 2026
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  Data: EJ1496854
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Written Language
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Protocol Analysis
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