Development and initial validation of learner engagement with teacher written corrective feedback scale

Emerging evidence highlights the pivotal role that learner engagement with teacher corrective feedback plays in mediating the provision of feedback and revision outcomes. Despite more than a decade of recognizing a tripartite framework that conceptualizes learner engagement into affective, cognitive, and behavioral components, there remains a lack of a standardized questionnaire to assess this framework. To fill this significant void, this study aimed to develop and validate Learner Engagement with Teacher Written Corrective Feedback Scale (LETWCFS) among three groups of Chinese English as a foreign language (EFL) undergraduates. Through exploratory and confirmatory factor analyses, the three -factor model was obtained. Internal and test -retest reliability as well as convergent and discriminant validity of the total scale and subscales were also assessed. The results suggested that LETWCFS was a reliable and valid instrument for measuring L2 learners ' engagement with teacher written corrective feedback. This study discusses the potential application of LETWCFS in the EFL writing context and lays the groundwork for future scale development related to engagement with oral WCF, peer or automated WCF, as well as for future intervention programs aimed at enhancing student engagement with WCF.