L’interazione tra pari nell’elaborazione del feedback correttivo

Due to the difficulty of having access to the internal processes that take place in learners’ minds, studies that take into account the feedback processing phase are relatively rare. However, observing learners’ reactions to feedback, understanding how they use it, or why they don’t, might be helpful to interpret research results on feedback effectiveness. In this paper we present the results of a small-scale study on the interactions that took place among learners of FL Italian while processing direct and indirect feedback on written productions. The outcomes show that a high level of engagement during feedback processing may lead to better results in the uptake and retention of the correction, and that there is not a clear correlation between the type of feedback and the level of engagement. Rather, the latter seems to be affected by other factors, such as individual variables and patterns of interaction.