ArticleJournal of Intelligence2026
Written Languaging with Direct Feedback in Beginner CSL Writing: A Crossover Study of Metacognitive Engagement and Transfer Effects.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Understanding the cognitive architectures that enable learners to process feedback and self-regulate is fundamental to fostering intelligent second language (L2) learning, particularly as AI-based pedagogies become prevalent. Direct written corrective feedback, while common in beginner L2 writing, often triggers only surface-level processing. This study investigates whether written languaging (WL), a metacognitive activity where learners explain language problems in writing, can deepen feedback processing, thereby activating a more robust cognitive architecture for error correction. Using a within-subjects crossover design with 15 beginner Chinese-as-a-second-language (CSL) learners from a UK secondary school, we compared the immediate and transfer effects of direct feedback with WL versus direct feedback only. Results showed that the WL condition significantly reduced errors per 100 characters (Z = -2.556,
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