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Teacher feedback improved Grade VII spelling and grammar
Quasi-experimental study examining how structured teacher feedback improves spelling accuracy and grammatical competence in Grade VII English language learners over 68 weeks.
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Teacher boredom and learner boredom reinforce each other
Dynamic analysis of bidirectional feedback loops between perceived teacher boredom, learner boredom, and L2 writing motivation over 10 days among EFL learners and teachers.
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AI feedback may not fit learners’ revision processes
Analysis of AI feedback tools' alignment with revision process requirements, identifying tensions between feedback immediacy and learner cognitive needs, agency preservation, and task authenticity.
