Chapter published in:Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 268–286
Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy
This study examined effects of written corrective feedback (WCF) followed by languaging on grammatical accuracy in new writing tasks. Two homogeneous EFL (English as a foreign language) classes were randomly assigned to direct (n = 15) and indirect (n = 15) feedback groups. After receiving feedback, participants languaged about the reasons for the errors in their writing. Their written explanations were coded as written languaging episodes (WLEs). Results revealed that the indirect group generated more unexplained WLEs than the direct group. However, both groups made significant gains in accuracy from the pre-test to the post-test with no significant differences observed between the two groups.
Keywords: sociocultural theory, written languaging, private speech, writing accuracy, direct and indirect written corrective feedback
Published online: 14 August 2020
Bitchener, J., & Knoch, U.
Craik, F., & Lockhart, R.
DiCamilla, F., & Lantolf, J. P.
Gug, I., & Kellogg, D.
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L.
Lantolf, J. P., & Thorne, S. L.
Mackey, A., & Gass, S. M.
Moradian, M. R., Miri, M., & Hossein Nasab, M.
Ohta, A. S.
Qi, D., & Lapkin, S.
Schmidt, R. W.
Swain, M., & Lapkin, S.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
Tocalli-Beller, A., & Swain, M.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F.
Van Beuningen, C. G., De Jong, N., & Kuiken, F.
Van Compernolle, R. A.
Vygotsky, L. S.