Using Online Collaboration and Dynamic Written Corrective Feedback to Enhance EFL Secondary School Students' Engagement

Abstract
This research aimed at studying the using of online collaboration and dynamic written corrective feedback (DWCF) to enhance EFL secondary school students' engagement. The participants of this research were (60) first year secondary stage students at Kafr Ghanam, Sinbellawin, Dakahlia, Egypt. The research adopted the quasi- experimental design using two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used an engagement scale. The experimental group was taught through the online collaboration and dynamic written corrective feedback, while the control group was taught through the regular method of teaching. Research results revealed that there were statistically significant differences between the mean score of the experimental group and the control group in the engagement scale in favor of the experimental group. Thus, this research recommended using online collaboration with DWCF as a useful strategy in increasing the students' engagement in the English language at different educational stages.
Key words: Online collaboration, DWCF, engagement