Abstract
A multitude of studies of corrective feedback have been conducted (Bitchener and Knoch, 2008; Suzuki, Nassaji and Sato, 2019) with varying and sometimes conflicting results. To add to the body of research on unfocused Written Corrective Feedback (WCF), this study examined the effects of direct, indirect and metalinguistic WCF on the complexity, accuracy and fluency (CAF) of 60 Arabic and Urdu L1 EFL students writing. It also attempted to discover if the moderating variables of aptitude, attitudes and proficiency have a role to play in the uptake of written corrective feedback. Students in four intact groups were designated as groups comprising of a direct, indirect and a metalinguistic WCF group and a control group. Students then wrote opinion essays and were given three rounds of WCF over fourteen weeks, while learners in the control group received no feedback. Students wrote new texts and the results showed that there were no significant gains from the unfocused feedback. The moderating variables of proficiency and aptitude did not have any significant relationships with gains in complexity, accuracy and fluency measures, but attitudes towards feedback had a weak negative correlation with gains in complexity and fluency.
Presenters
Laurence CravenSenior Instructor, English, American University of Sharjah, United Arab Emirates
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Written Corrective Feedback, Error Correction, CAF Measures
