Student Reactions to Teachers Use of Translanguaging in Written Corrective Feedback

Abstract

[Objective] This small scale study investigated how the language of written corrective feedback (WCF) influences perceptions of its comprehensibility and usability among first-year Japanese university students in compulsory English as a Foreign Language (EFL) courses. The research aimed to determine whether L1 (student first language), L2 (student second language), or mixed-language feedback better supports students' understanding and application of teacher comments.

[Methods] A quasi-experimental design was implemented across three writing cycles with two student groups. Group A followed an English–Japanese–mixed sequence, whereas Group B followed a Japanese–English–mixed sequence. After each writing task, students received WCF based on a feedback framework addressing goals, performance, and improvement strategies. Feedback included direct in-text corrections and meta-feedback comments. Anonymous online questionnaires were administered in students' L1 following each cycle to measure comprehension, usability, and consultation needs.

[Results] Across all cycles, students generally reported understanding feedback in all languages, though comprehension was highest for Japanese and mixed-language formats. Peer consultation was most frequent in Group A where English feedback was provided first. Students reported being able to apply feedback effectively regardless of the language used, though L1 feedback appeared to increase confidence in revision.

[Conclusions] While L1 feedback improved perceived ease and usability, it was suggested that the structural clarity of comments based on the feedback framework was more influential than the language used. Mixed-language WCF may offer an optimal balance, supporting both comprehension and L2 development.