ABSTRACT

Kamila Ridha Amalia. K2218045. Pre-Service Teacher’s Engagement in Online Written Corrective Feedback during EFL Article Writing Course: An Autobiographical Narrative Inquiry. A thesis, Surakarta: Teacher Training and Education Faculty of Universitas Sebelas Maret, November 2022

This study is aimed to investigate the EFL Pre-service teacher’s engagement in online written corrective feedback, especially in cognitive engagement. This study used autobiographical narrative inquiry methods and the participant is the researcher herself as a learner who joined the Article Writing course. The data are based on the researcher's diary and artifacts when received Written Corrective Feedback. This study discussed to what extent the pre-service teacher understood Written Corrective Feedback and revised it. The findings of this study showed that the pre-service teacher was fairly engaged cognitively in Written Corrective Feedback. The participant had difficulties with some of the feedback. In order to understand and revise the feedback, the EFL pre-service teacher had several strategies. The EFL pre-service teacher did self-correction, discussed with other friends, looked for information related to the feedback, and clarified the feedback to the lecturer to get an explanation. Moreover, the pre-service teacher’s cognitive engagement based on the types of written corrective feedback positively impacted on her writing skills. This study had the implication that Written Corrective Feedback provides alternative solutions to improve the pre-service teacher’s writing result and develop writing skills.