The Effect Of Direct And Indirect Written Corrective Feedback On Students’ Writing

Year 2017, Volume: 1 Issue: 1, 16 - 25, 11.10.2017

Aslı Sena Göksoy Özge Pelin Nazlı

Abstract

The role of written corrective
feedback (WCF) in language classrooms has been a controversial issue among
researchers over two decades. While many researchers supported the necessity of
WCF in L2 writing, some researchers argued that it is ineffective and should
not be provided. This paper intends to determine whether direct written
feedback facilitates L2 student writing by reviewing two consecutive essays of
60 first grade English Language Teaching trainees. The essays of the trainees
were written in “Advanced Reading and Writing” courses in the second semester
of academic year. Direct and indirect feedback given to essays were examined
and reviewed separately. The number of the student corrections between the
students’ first and second drafts after direct written feedback was analyzed.
The study examines two research questions: (1) Do students make fewer errors in
their second essay assignments after having received direct feedback on their
first essay assignments? (2) Is there any considerable improvement in the
accuracy and fluency of the second essay assignments? The findings demonstrate
that most of the students managed to correct their errors after receiving
direct corrective feedback and the improvement was observed mainly on accuracy
of the students.

Keywords

WRITTEN CORRECTIVE FEEDBACK

References

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