Abstract:

Scholars debate whether corrective feedback contributes to improving L2 learners’ grammatical accuracy in writing performance. Some researchers take a stance on the ineffectiveness of corrective feedback based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language classrooms. On the other hand, many researchers promote the efficacy and significance of the role played by corrective feedback in the process of L2 writing. This research employs a quasi-experimental design and examines two major issues: (1) the extent to which CF facilitates or improves students’ writing accuracy; (2) students’ expectations and preferences for CF. The research consists of 105 college level EFL learners from three intact classes in an Eastern Chinese University. One class was assigned to the control group which only received comments on content of their writing. The other two classes were then assigned to each of the two experimental groups which received indirect or direct CF. Data collection includes student text/error analysis, treatments (i.e., provision of corrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Within a research period of ten weeks, this study did not reveal statistically significant group differences between the two CF groups and the control group on overall error reduction. However, students believed CF was important and beneficial, although there is contradiction between what the students believed and their teachers’ actual practices in the classroom. Pedagogical recommendations for EFL teachers are also discussed.

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