Corrective feedback (CF) has always been an important part of EFL/ESL classrooms (Hyland and Hyland, 2019). A substantial number of studies have been conducted to identify categories of CF strategies and to investigate the effects of different types of CF strategies on second language (L2) development (Lee and Lyster, 2016; Sato and Loewen, 2018; Fu and Li, 2022). The reason for the intense interest in CF lies partly in the theoretical significance of testing the claims of various competing second language acquisition (SLA) theories (e.g., cognitive theory, skill-learning theory, and sociocultural theory), which see different roles for CF in promoting learners’ knowledge of their L2. Moreover, CF is a highly researchable phenomenon that can be identified and manipulated with relative ease (Ellis, 2010). Additionally, CF research is practically relevant to L2 teaching, providing implications for improving pedagogy to assist L2 students’ acquisition of the target language and help them improve the effectiveness of their learning (Hiver et al., 2020).

However, CF alone is not enough to directly bring about acquisition. Feedback is “a long-term dialogic process in which all parties are engaged” (Price et al., 2011, p. 879). In this vein, the effectiveness of feedback correlates significantly with how learners deal with CF during the learning process (Handley et al., 2011; Hiver et al., 2020). Accordingly, it is crucial to conceptualize L2 learners’ responsibility with CF and to motivate their proactive receptivity to feedback (Zhang, 2021). Only by meeting this criterion can learners be actively engaged with the CF provided and eventually benefit from it (Moser, 2020). As Wiliam (2011, p. 129) pointed out, “feedback should be more work for the recipient than the doner.” Ellis (2010) emphasized that learner engagement is an important factor, and there is a need to understand why and how L2 learners engage with CF. He delineated three aspects of learner engagement: cognitive, behavioral, and affective. Price et al. (2011) highlighted that these aspects are significant facets that impact students’ perceptions of teacher feedback. Shen and Chong (2022) acknowledged that researching learners’ reasons for and responses and reactions to working with feedback is beneficial to provide flexible feedback methods personalized for L2 learners’ needs.

Despite the importance of learner engagement in investigating CF, few empirical studies (Zheng and Yu, 2018; Vattøy and Smith, 2019; Shen and Chong, 2022) have explored the role of learner engagement with CF and its positive effect on students’ EFL/ESL performance. Furthermore, a detailed theoretical description of the association between these variables, and in particular, the beneficial consequences for L2 development, is lacking. Against this backdrop, the present review study aims to explicate the conceptualization of CF and learner engagement, their interrelationships, and the positive effect on EFL/ESL learning in practical classrooms.

Due to the importance of learner engagement in investigating CF, several studies have recently been conducted to probe the interrelationship between learner engagement and CF, but limited attention has been paid to the relevance of learner engagement with CF for L2 learning and achievement. Empirical research using a dynamic and multifaceted perspective to examine the role of learner engagement with CF in EFL/ESL classrooms is still in its infancy. Zheng and Yu (2018), for instance, investigated lower-proficiency students’ engagement with written CF in EFL writing classes. Underpinned by a multidimensional conceptual framework and drawing data from multiple sources, the study found that students’ low proficiency may have a negative influence on learners’ cognitive and behavioral engagement with CF, leading to an imbalance in engagement across the three dimensions. Han and Hyland (2015) used a qualitative inquiry to examine four college students’ engagement with CF and reported that CF affects learner engagement and that students seem to process CF at the surface level. Their study also revealed that individual differences in learner engagement could be generated from learners’ beliefs, learning expectations, and the interactional contexts of receiving and processing CF. Mahfoodh (2017) examined the role of students’ affective engagement with CF in their text revisions and revealed that students’ perceptions and uptake of CF could be mediated by their affective and emotional responses, such as contentment and dissatisfaction. In a small-scale study, Moser (2020) examined the mediating factors impacting learners’ engagement with written CF and emphasized that a feedback-rich environment is necessary to support engagement with feedback. Similarly, formative assessment and a learning-oriented atmosphere should be created to foster learner engagement. Clear instructions and strategies for working with feedback should also be provided to facilitate learner engagement with CF, both written and oral. Vattøy and Smith (2019) examined students’ perceptions of teachers’ corrective feedback practice in the EFL teaching context. The Responsive Pedagogy Questionnaire was employed to explore students’ perceived external goal orientation, self-regulation, and self-efficacy. Based on multiple regression and path analyzes, the study revealed that students’ perceived self-efficacy could positively influence their engagement with teachers’ feedback. In a similar vein, Zhang and Hyland (2018) approached students’ engagement with teacher-written corrective feedback on second language writing and found that learners’ beliefs, language proficiency, and other individual factors could affect their affective, cognitive, and behavioral engagement with teacher feedback.

This review article characterized the role of learner engagement with CF in EFL/ESL classrooms based on theoretical and empirical evidence. It can be concluded that learners’ engagement with CF can make a noticeable difference in EFL/ESL students’ perceptions, reactions, and responses to the feedback they receive, which will impact their L2 achievement in target-like form-meaning mappings. The theoretical and empirical evidence shows that learner engagement is a dynamic process that is likely to change throughout a learner’s education. The findings seem to be illuminative for L2 teachers to fine-tune their choice of corrective strategy to the developmental level of EFL/ESL learners. An important implication is that teachers should support students’ agenetic engagement with CF to motivate them to become more involved in the feedback and learning process. L2 learners are proactive recipients, and their engagement with, and use of, the feedback they receive is a critical determinant of feedback effectiveness (Winstone et al., 2016). Another important implication is that for CF to be effective, it is necessary to explain the feedback method in detail to learners (Carless and Winstone, 2023). Providing feedback for L2 learners remains one of the major tasks of language teachers everywhere. However, it is difficult for L2 learners to automatically know how to respond to the feedback they receive. Accordingly, the first step should be to engage students and emphasize their responsibilities. Therefore, teachers should provide specific strategy training to help students learn how to work with the feedback so that they can positively engage with it. Moreover, because teacher CF can positively influence students’ academic performance, EFL/ESL teachers who intend to promote students’ engagement with CF could enhance their instructional abilities. They should provide consistent, predictable, and contingent feedback and adjust their feedback strategies to the level of the L2 learners. Furthermore, teachers can communicate their expectations for providing feedback, which will help L2 learners understand the feedback and maximize their role in the feedback process.

HL wrote the manuscript. MF drafted it. All authors contributed to the article and approved the submitted version.

This paper was funded by the Project titled Optimization and Practice of Doing-Learning-Using Integrated EFL Platform Course supported by Tianjin Philosophy and Social Science Foundation (Grant Number: TJYY21-012).

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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