Beyond English-only feedback: an exploratory classroom-based study of translanguaging written corrective feedback and L2 writing accuracy

An exploratory study investigated the impact of integrating a learner's first language (Arabic) into teacher-provided written corrective feedback (WCF) compared to English-only WCF on second language (L2) writing accuracy among Saudi EFL university students. The research focused on whether planned translanguaging in WCF enhanced feedback adoption and accuracy development, indicating a potential shift from English-only feedback practices.

This research provides insights into pedagogical strategies for language acquisition, specifically in written communication. Understanding the effectiveness of translanguaging in written feedback can inform the development of more inclusive and effective educational frameworks, potentially accelerating language proficiency and learner engagement across diverse linguistic backgrounds.

Traditional research on translanguaging in feedback primarily focused on peer or oral feedback, leaving a gap in understanding its application in teacher-provided written feedback.

Forward consideration, not a verified fact.