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Written Corrective Feedback on College English Writing

Xiaoxiang Chen 1 Huina Li 2

1Hunan University
2Hunan university

Candidate

ABSTRACT

This paper studies the effects of written corrective feedback on non‐ English majors’ English writing at college in China. The experiment lasted 8 weeks and involved 45 students, divided into three groups: the direct feedback, the indirect feedback and the control group according to their pretest scores and the types of feedback they received. Each group was composed of 15 subjects. Based on an analysis of the experimental and control group data, the current study showed that the students who received form‐focused written corrective feedback over 8 weeks reduced linguistic errors greatly in their subsequent writings and the students who got indirect feedback did better than those who had direct feedback. In addition, it was found that content‐focused written corrective feedback can significantly enhance the content of students’ writing whether the feedback was given in a detailed way or general way.

Citation status

* References for papers published after 2022 are currently being built.