Abstract
This study investigates the effect of written corrective feedback (WCF) styles on high school science students’ second language writing. A descriptive-correlational design explored student uptake (revision based on feedback) and perceptions on WCF, having been exposed only to the indirect and the metalinguistic WCFs. Students revised outputs in writing with both styles, and a survey assessed their perceptions. Uptake was high for both WCFs. Students’ perceptions on WCF was generally positive across variables such as sex, section, and type of school graduated from. Despite exposure to only two methods, students generally preferred the direct feedback and found the red ink helpful. No significant relationship between uptake and preferences was found. The study highlights the value of WCF as a formative assessment tool of language teachers in an ESL classroom.
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