The Effect of Coded Focused and Unfocused Corrective Feedback on ESL Student Writing Accuracy

This study employed a mixed-method approach including classroom experiment and 24 in-depth interviews, to investigate the effects of two feedback techniques (coded focused unfocused written corrective feedback) on L2 learners in self-financed tertiary institute Hong Kong. Three intact classes 47 students served as control groups; group only received content organization, whereas groups also linguistic respectively. The intervention was conducted over an eight-week intensive summer course, focusing three grammar errors (articles, singular/plural nouns, verb forms). Altogether wrote six pieces, among which four were analysed for present research. found that who WCF significantly outperformed other groups, though vary across error types. Meanwhile, no significant differences are between group. In-depth interviews explored how individual learners’ metalinguistic understanding engagement affect usefulness WCF. results reveal developed deeper nature specific Learners’ English proficiency strategies played role. Implications pedagogical practice discussed.