Abstract
This study compared the differential effects of focused and comprehensive written corrective feedback (WCF) on the accuracy of revision and new pieces of writing. It also examined whether the effects depended on feedback sub-types. Data were collected from 87 Grade 6 students in an intensive English program over seven sessions. Students were first divided into three groups: two treatment groups and one control group. The treatment groups were then divided into three subgroups based on three feedback sub-types (i.e., direct, indirect underline, and indirect metalinguistic cues). Students produced three pieces of writing, revised them, and produced new writings. Findings revealed that both focused and comprehensive feedback types improved learners’ accuracy of revision and subsequent writings, and focused feedback was more effective than comprehensive feedback. The effect of both feedback types, however, varied across writing sessions. Additionally, an interaction of comprehensive feedback and feedback subtypes was found on the accuracy of revision.
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