Chapter published in:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 145–182
Effects of task repetition with the aid of direct and indirect written corrective feedback
A longitudinal study in an out-of-school context
This study sheds light on the learning affordances of task repetition in writing by analyzing the effects of exact task repetition (2 iterations of the same task) and procedural task repetition (2 task types, each one performed twice over 6 months) aided with written corrective feedback (WCF). The participants were 19 EFL students enrolled in an out-of-school instructional program. Two sequences of direct and indirect WCF were implemented and potential differences in terms of CAF measures of the texts produced in a new iteration of the task and across tasks and time were examined. Results showed linear and non-linear effects of task repetition with WCF on diverse components of CAF, as well as a differential appropriation of indirect WCF across time. Theoretical and methodological implications for the learning affordances of task repetition in the environment of writing are drawn.
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