The Differential Effect of Direct Written Corrective Feedback on Two English Structures

Abstract

The present study investigated the extent to which second language (L2) learners benefit from a single written corrective feedback treatment depending on the type of linguistic target. Thirty-three Korean EFL learners from two intact classes at a university formed an experimental group who received direct written corrective feedback and a control group. L2 development was measured through a written storyretelling task. The direct written feedback group showed a significantly greater improvement from pre- to post-tests only when written corrective feedback was provided on one of the two target structures, the past counterfactual conditional. The results indicate that direct written corrective feedback may be differentially effective depending upon the linguistic structure targeted.