Abstract

WESTMACOTT, Anne. Direct vs. Indirect Written Corrective Feedback: Student Perceptions. Íkala [online]. 2017, vol.22, n.1, pp.17-32. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v22n01a02.

Studies have shown that most teachers give written corrective feedback to written work in ELT, and that students wish to receive it. However, the debate regarding which type of feedback may be more effective is far from settled. This study reports on action research carried out with intermediate learners in a Chilean university. The teacher/researcher changed from providing direct to indirect, coded feedback and explored the responses of six learners to the two types of feedback. The data collected point to how the learning context and individual differences affected responses. Most students in this EFL setting claimed indirect feedback was more useful as it prompts deeper cognitive processing and learning. There was evidence it may also help reinforce grammatical knowledge and encourage autonomous learning behaviour.

Keywords : error correction; written corrective feedback; direct feedback; indirect feedback; action research..

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