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

Öz

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.

Anahtar Kelimeler

• WRITTEN CORRECTIVE FEEDBACK

Kaynakça

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