WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores call further research on: a) processing dimension writers’ engagement with WCF in this instructed setting (Manchón & Leow, 2020), b) from an ISLA applied perspective (Leow, 2019a; Leow Manchón, 2022), c) any potential relationship subsequent performances. Also, whether linguistic item morphological vs. syntactic) plays role also warrants probing. This preliminary quasi-experimental study explored cognitive processes 10 adult writers minimal previous exposure to Spanish interacting (both direct metalinguistic) on syntactic errors. Think aloud data gathered three compositions within natural writing conditions foreign language curriculum were transcribed, coded depth (DoP) 2015), correlated performances target items. The results revealed: 1) higher DoP metalinguistic WCF, 2) differences items, 3) similar over time, 4) beneficial between Recommendations future underscore importance acknowledging variables that may impact pure effect development.