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AZIZ SHUAIB AUSI
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Research Summary: Beyond English-only feedback: an exploratory classroom-based study of translanguaging written corrective feedback and L2 writing accuracy

Original authors
Attribution requires verification
Original source
Frontiers in Education
Summary & Analysis prepared by
Aziz Shuaib Ausi
Resource type
Research Summary / Knowledge Resource
Resource published on AZIZ OS
25 September 2026
Reading time
1 min
Publication type
Knowledge Resource
Availability
Open access
About this Summary & Analysis

AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.

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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.

Why it matters

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.

Key insights

  • 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.
  • This exploratory study examined the strategic integration of learners' first language (Arabic) alongside the target language (English) in written corrective feedback.
  • The study aimed to determine if this 'translanguaging WCF' was associated with greater feedback adoption and improved writing accuracy compared to English-only WCF.
  • The methodology involved a classroom-based pre-test/post-test/delayed post-test quasi-experimental design.
  • The participants were 70 first-year Saudi EFL university students.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1926733

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Verification ID
ASA-EXE-2026-00777
Version
v1.0 · r0
Issued
25 September 2026
Resource prepared by
Aziz Shuaib Ausi
Resource status
Research Summary / Knowledge Resource
Underlying work
Beyond English-only feedback: an exploratory classroom-based study of translanguaging written corrective feedback and L2 writing accuracy
Original authors
Attribution requires verification
Original source
Frontiers in Education
Provenance status
Attribution requires verification
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Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.

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