Abstract

This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.

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