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Learner Engagement With Feedback in Essay Writing: A Multiple Case Study
Abstract
Understanding student engagement with feedback plays a significant role in differentiated instruction in language teaching and learning. This qualitative multiple case study explored the particular cases of student engagement in the specific contexts of two high schools in Binh Duong province in Vietnam. Findings from teacher and student interviews, follow-up questions, students' reflections on feedback from teachers and from Artificial Intelligence (AI) softwares, and analysis of original and revised essays indicate students' mixed responses to AI feedback compared to their active participation in classroom feedback practices through reciprocal dialogues between teacher and students. The findings suggest an in-depth investigation into effective strategies employed by teachers and students in utilizing AI feedback for individualized learning.
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