The Efficacy of Written Corrective Feedback on KFL Learners’ Writing

An, Hyunjung
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The current study examined the relative effectiveness of dynamic written corrective feedback (DWCF) in KFL (Korean as a Foreign Language) contexts. Also, the relationship between learner variables (motivation and anxiety) and the effectiveness of written corrective feedback (WCF) was examined. Students (n=32) enrolled in intermediate Korean classes were asked to write 9 short texts during classes. Direct feedback (DF) (n=14) and DWCF (n=18) were provided for two groups respectively. The accuracy, complexity, and fluency in a pre-test written text was compared with those in a post-test at the end of semester. Motivation and anxiety questionnaire were administered to examine whether learner variables mediate the effect of WCF. A repeated measures ANOVA demonstrates that both groups resulted in significant accuracy improvement in a new piece of writing, but there was no significant difference between the two groups. Though the change in complexity and fluency was not statistically significant, both types of feedback improved complexity. A different impact of WCF on fluency between DF and DWCF was identified. The DWCF group improved in fluency and the DF group declined, although the changes were not statistically significant. Repeated measures ANCOVA result shows no significant correlation between learner variables and the effectiveness of WCF.
dynamic written corrective feedback (DWCF), direct feedback (DF), written corrective feedback (WCF), learner variables
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