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Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing

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Title: Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
Language: English
Authors: Shiyu Tang (ORCID 0009-0008-6705-8019), Shulin Yu (ORCID 0000-0003-1051-311X)
Source: European Journal of Education. 2026 61(2).
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: 9
Publication Date: 2026
Document Type: Journal Articles
Opinion Papers
Descriptors: Student Attitudes, Student Reaction, Written Language, Feedback (Response), Second Language Learning, Writing (Composition), Revision (Written Composition), Student Behavior
DOI: 10.1111/ejed.70626
ISSN: 0141-8211
1465-3435
Abstract: This opinion paper challenges the conventional view that students' lack of visible response to written feedback (WF) in L2 writing equates to disengagement. By refining the current definitions of the tripartite engagement model (cognitive, behavioural, affective), the authors argued that 'unaction' (absence of textual revisions) may reflect nuanced engagement dynamics rather than disinterest. Drawing on a review of empirical studies, a refined definition of the classic model and a categorisation of unaction (positive, negative and neutral) are proposed. Each type of unaction varies in engagement levels across dimensions. This paper highlights methodological limitations in relying solely on observable revisions and advocates integrating diverse data sources (e.g., reflective journals, stimulated recalls) to capture hidden engagement. Pedagogically, teachers are urged to recognise these distinctions, foster dialogues around unactioned feedback and support students' emotional regulation. This reconceptualisation aims to advance research and practice by reframing inaction as a multifaceted phenomenon that requires context-sensitive analysis.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507015
Database: ERIC
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  Data: Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
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  Data: <searchLink fieldCode="AR" term="%22Shiyu+Tang%22">Shiyu Tang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-6705-8019">0009-0008-6705-8019</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shulin+Yu%22">Shulin Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1051-311X">0000-0003-1051-311X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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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: This opinion paper challenges the conventional view that students' lack of visible response to written feedback (WF) in L2 writing equates to disengagement. By refining the current definitions of the tripartite engagement model (cognitive, behavioural, affective), the authors argued that 'unaction' (absence of textual revisions) may reflect nuanced engagement dynamics rather than disinterest. Drawing on a review of empirical studies, a refined definition of the classic model and a categorisation of unaction (positive, negative and neutral) are proposed. Each type of unaction varies in engagement levels across dimensions. This paper highlights methodological limitations in relying solely on observable revisions and advocates integrating diverse data sources (e.g., reflective journals, stimulated recalls) to capture hidden engagement. Pedagogically, teachers are urged to recognise these distinctions, foster dialogues around unactioned feedback and support students' emotional regulation. This reconceptualisation aims to advance research and practice by reframing inaction as a multifaceted phenomenon that requires context-sensitive analysis.
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Reaction
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Revision (Written Composition)
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      – SubjectFull: Student Behavior
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      – TitleFull: Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
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