Journal of Writing Research May 2021 OA PDF

Comprehensive corrective feedback in second language writing: The response of individual error categories

Bonilla L.M. KU Leuven ; E. Van Steendam ; D. Speelman ; D. Buyse

Abstract

While the literature on the effect of comprehensive corrective feedback (CF) on
\noverall accuracy is abundant, the body of work employing such a scope to explore error
\ntreatability is not, especially when it comes to blended (cf. Ferris, 2010) design studies.
\nConsequently, this investigation extends the analyses from the data set of Bonilla et al.
\n(2018) to report on individual linguistic features. Specifically, to address crucial amenabilityrelated questions in need of perusal, the present blended design study explores the effect
\nof two types of comprehensive CF (with direct correction and metalinguistic codes) on the
\ntreatability of separate grammatical and non-grammatical structures. To this end, a group of
\nEFL learners (N = 139) were required to do editing that involved error-correction, deferred
\n(on a draft), and focused on language as well as to produce two independent essays (in an
\nimmediate and a delayed posttest). Main results from logistic regression (to test the effect
\nin revised essays) and mixed-effect models (to test the effect on independent essays)
\nrender seven variables that can explain correctability differences: out of those, three have
\nalso explained overall accuracy gains (cf. Bonilla et al., 2018), one has not been identified
\nthus far, and three consolidate themselves as relevant factors under other conditions as
\nwell. Theoretical and pedagogical implications are discussed.

Journal
Journal of Writing Research
Published
2021-05-01
DOI
10.17239/jowr-2021.13.01.02
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Topics
writing pedagogy multilingual writers
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