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Written Corrective Feedback: A Case Study of the Effectiveness of Direct, Indirect Coded, and Indirect Uncoded Feedback

Abstract:

This study aims to determine the effects and benefits of direct feedback with coded and uncoded indirect feedback as a strategy to improve the writing skill of an adult EFL learner. It is a descriptive case study that involves an adult Spanish speaker during an eight-week process that focused on providing direct feedback and indirect feedback with its coded and uncoded subtypes. Based on initial instruments of writing tasks, which allowed the identification of errors, followed by a process of feedback with the development of writing tasks which facilitated comparisons, as well as an objective analysis related to errors’ improvement. Showing that the three types of feedback facilitated the correction of different types of errors. So, the learner’s motivation and the applied strategies granted the participant to acquire language features leading to effective corrections.