Effects of Different Types of Written Corrective Feedback on Korean High School Students Writing

Abstract

This paper examined effects of three types of written corrective feedback (CF) on L2 learners grammatical accuracy in writing, focusing on the use of verb tense and articles. Within Ellis (2008) typology of CF, the present study focused on direct, indirect, and metalinguistic CF. The feedback was provided at each stage of writing, and the participants were to write three new pieces of writing. Changes in the accuracy of the grammatical targets were measured. Results indicated that despite the limitations of the small number of the participants, positive changes in the grammatical accuracy were found with metalinguistic CF for verb tense and with indirect CF for articles in new pieces of writing. In addition, unlike previous studies, a negative role of direct written feedback was observed in the present study.