Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback

Writing is regarded as a crucial skill in English language curricula at the secondary and tertiary levels Chinese education system. Currently, teachers of foreign (EFL) often adopt product approach to teaching EFL writing, which they emphasize quality their students’ written products show little concern with writing process. To help L2 learners achieve sustainable development proficiency, employ comprehensive correct errors common practice. However, empirical studies regarding its efficacy on different dimensions are insufficient. This study intended fill this lacuna context, investigated effects sustained corrective feedback (WCF) accuracy, complexity, fluency, content organization writing. Quasi-experimental design, it involved comparison group treatment receiving four sessions direct WCF. Results that such WCF contributed accuracy fluency over time. Our textual analysis further reveals particularly benefited grammatical reducing some rule-based error types. showed limited content, or Interestingly, did not improve any Possible implications also discussed.