The Differential Effects of Comprehensive Feedback Forms in the L2 Writing Class

The present study examined the effects of written comprehensive corrective feedback forms on learners’ cognitive load, immediate grammatical accuracy, L2 development, and attitudinal engagement. A total of 139 low intermediate EFL university writers were randomly assigned to four experimental conditions (direct correction on grammatical errors; metalinguistic correction on grammatical errors; direct correction on all surface-level errors; metalinguistic correction on all surface-level errors) and a control group (self-correction). Learners wrote four texts, completed a mental-effort scale, and answered a questionnaire of attitudinal engagement. Mixed-model analyses revealed that direct correction on grammatical errors imposed the lowest cognitive load, brought about the most immediate grammatical accuracy (during text revision), and yielded the most L2 development (four weeks after the treatment). Also, a statistically significant attitudinal difference was found between learners receiving direct correction on all surface-level errors and their metalinguistic counterpart. Theoretical and pedagogical implications are discussed.

Jaar van publicatie:2018

BOF-keylabel:ja

IOF-keylabel:ja

BOF-publication weight:6

CSS-citation score:2

Auteurs:International

Authors from:Higher Education

Toegankelijkheid:Open