REVISITING SAUDI UNIVERSITY EFL LEARNERS’ ENGAGEMENT TO TEACHERS WRITTEN CORRECTIVE FEEDBACK FROM A SOCIO-COGNITIVE PERSPECTIVE

The empirical studies addressing learners’ engagement to teachers’ corrective feedback on their writing tasks in the Saudi EFL context as well its impact students’ improvement of skill are still a few. Therefore, proposed research project aims empirically address responses written tasks. Addressing is key issue improving skills. As result, attempts measure with from multi-dimension perspective; uptake, affective engagement, cognitive and meta-cognitive behavioral engagement. Investigating teacher’s feedback, uses socio-cognitive method that contributes realizing differences toward feedback. study relies different sources data include assignments, semi-structured questionnaires. sample consists 90 elementary level students belonging applied college at PSAU, 30 pre-intermediate Business administration College, intermediate humanities sciences. collected reflect what extent learners engaged teachers, which can be partly accounted for ideas experiences about second language learning was received processed. findings projects proposes instructors should have deeper understanding behavioral, processing. This correct would largely contribute