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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. 267–286

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Chapter 12
Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy

 | Lorestan University
 | Lorestan University
 | Allameh Tabataba’i University
Published online: 14 August 2020
DOI logo with link
https://doi.org/10.1075/lllt.55.12mor
Abstract
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.
Article outline
  • Introduction
  • The conceptual framework of the study
    • Oral languaging and private speech
    • Written languaging
    • Empirical research on oral and written languaging
  • Method
    • Participants
    • Procedure
    • Writing tasks
    • Semi-structured interviews
    • Data analysis
    • Identification and resolution of WLEs
  • Results
  • Discussion
  • Conclusion
  • References
  • Appendix
References (34)
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2023. Overview of methodological procedures in research on written corrective feedback processing. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 60 ff. DOI logo
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