Direct and Indirect Feedback in the L2 English Development of Writing Skills

Silvia Sánchez Calderón
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Silvia Sánchez Calderón: Department of Foreign Languages and Linguistics, Faculty of Humanities, National University of Distance Education, Spain

English Literature and Language Review, 2020, vol. 6, issue 8, 163-173

Abstract: The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.

Keywords: Direct corrective feedback; Indirect corrective feedback; Grammar accuracy; L2 learning; Writing; Skills. (search for similar items in EconPapers)
Date: 2020
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