Effects of Indirect Corrective Feedback With and Without Written Languaging on L2 Written Accuracy: A Multitask Intervention Study

Ruiying Niu, Xiaoye You

Research output: Contribution to journalArticle

Abstract

The present study investigated the effect of written languaging (WL) based on indirect written corrective feedback (WCF) on Chinese EFL (English as a foreign language) learners’ written accuracy. WL refers to using the written mode to reflect upon and reason about language use. Two groups of students participated in the study over 16 weeks. Both received indirect WCF on four essays, with one group further engaging in WL and the other, without. Baseline writing and its revisions, respectively used as pre-tests and posttests, as well as immediate and delayed revisions of the four essays were employed to measure the two groups’ written accuracy. Data analyses revealed that although both groups significantly improved their written accuracy, no significant differences were observed between them, signifying the insignificant role of WL in enhancing the efficacy of indirect WCF. In light of published literature and participants’ languaging quality, the study concludes that WL could play a diagnostic role in promoting the efficacy of indirect WCF.

Original languageEnglish (US)
JournalAsia-Pacific Education Researcher
DOIs
Publication statusAccepted/In press - Jan 1 2019

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All Science Journal Classification (ASJC) codes

  • Education

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