Examining the Role of Written Languaging in Enhancing the Effect of Indirect Corrective Feedback on Accuracy Improvement

Recently, studies on second language (L2) have proved that ‘languaging’ contributes to L2 learning, but most of them have investigated ‘oral languaging’ (OR). Considering the lack of studies on ‘written languaging’ (WL) and the benefits L2 learners can obtain from ‘writing,’ this study aimed to explore the role of WL and its effectiveness in enhancing the usefulness of indirect written corrective feedback (WCF) by comparing three conditions: (a) WL with indirect correction, (b) WL without indirect correction, and (c) indirect correction without WL. Three classes of intermediate EFL learners (a total of 58 students) at a university in Korea participated in the study. Each of the classes was assigned to one of the three conditions. The study was conducted for three sessions and consisted of three phases: 1st draft writing (text reconstruction writing task) phase, WL and/or self-correction and immediate revision phase, and delayed revision phase. The learners’ accuracy improvement was measured by the accuracy rate throughout the first draft, immediate revision, and delayed revision. Students in all classes showed improvement in accuracy. Meanwhile, the class which received indirect WCF and engaged in WL outperformed the class that received either indirect WCF only or WL opportunity only.