The eye-mind of processing written feedback: Unraveling how students read and use feedback for revision. (June 2023) - Bouwer, Renske
Abstract: This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing ( n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing ( n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing ( n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 students using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students' revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students' use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom. Highlights: Students use three different strategies to engage with feedback on their writing. Superficial processing is characterized by reading only the feedback comments. Local processing is characterized by integrating feedback to the commented text. Deep processing is characterized by integrating feedback to the uncommented text. Focus of feedback affects revision beyond students' individual processing strategy.