Investigating secondary ESL students’ engagement with teacher written corrective feedback in authentic classroom settings: focusing on opportunity and use

Despite the importance of feedback provision, past research has infrequently examined secondary students’ engagement with Written Corrective Feedback (WCF) in non-East Asian contexts, over extended periods, and in relation to different types of learning outcomes. Addressing these gaps, this longitudinal study investigated how Cypriot secondary-school students engaged with teacher WCF over a full academic year and how this engagement related to their cognitive, meta-cognitive, and affective outcomes. Drawing on data from 24 purposefully selected Grade-11 students in authentic conditions, and by using thematic analysis, we examined engagement across cognitive, affective, and behavioral dimensions, while searching for links to students’ outcomes. The analysis revealed four distinct student profiles, including one that was previously undocumented, varying in depth and quality of engagement. Notably, students who engaged more substantively with WCF tended to demonstrate more positive outcomes than those with superficial engagement. We consider the theoretical, methodological, and practical implications of these findings.