Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback

Abstract

This article presents the findings of a study that investigated (1) the extent to which written corrective feedback (CF) can help advanced L2 learners, who already demonstrate a high level of accuracy in two functional uses of the English article system (the use of ‘a’ for first mention and ‘the’ for subsequent or anaphoric mentions), further increase that level of accuracy; and (2) the extent to which there may be a differential effect for different types of feedback on any observed improvement. Sixty-three advanced L2 learners at a university in the USA formed a control group and three treatment groups: (1) those who received written meta-linguistic explanation; (2) indirect circling of errors; and (3) written meta-linguistic feedback and oral form-focused instruction. On three occasions (pre-test, immediate post-test, delayed post-test) the participants were asked to describe what was happening in a picture of a different social setting. Significant differences were found in the level of accuracy on (1) the immediate post-test piece of writing between the control group and all three treatment groups; and (2) on the delayed post-test piece between the control and indirect groups and the two direct treatment groups.