Assessing the Impact of Written Corrective Feedback Strategies on the Writing Proficiency of Senior High School Students

Abstract

Abstract Researchers have attempted to explore the effects of written corrective feedback (WCF) on learners’ language learning performance for a long time. How to provide feedback, when to provide WCF and how much to provide are some serious concerns of linguists. Much research has been conducted involving adults, while little has been done to consider senior high school students in this regard. This study has been aimed to explore the effects of direct WCF, indirect WCF and metalinguistic explanation on the writing performance of senior high school students in Pakistan. Students were divided into four groups, each with one type of feedback, including group four as the control group with no feedback. All four groups had written narration on a given picture and were treated by mentioned feedback. After that, results were compared to look for effective feedback type. After writing tests, a survey was conducted to explore students’ perceptions about WCF and WCF strategies. The study found that learners want feedback from their teachers and prefer direct feedback and Metalinguistic explanation. This research has been planned to help learners in their early stage through WCF learn a second language and form a strong linguistic base that will help them construct grammatically correct sentences and compositions.