Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions

Abstract

This study examined the combined effects of written corrective feedback (WCF) and think-aloud protocols (TAPs) as two types of pedagogical intervention for improving the revision quality of second language (L2) writing. With a quasi-experimental design, it explored whether TAPs trigger deeper processing of WCF under two WCF-type conditions: direct or indirect WCF. Participants were 80 high-intermediate learners of English as a second language (ESL) at a US university who were divided into (1) direct WCF+TAPs; (2) direct WCF-only; (3) indirect WCF+TAPs; and (4) indirect WCF-only. The impacts of the interventions were gauged by changes in seven subsystems of complexity–accuracy–lexis (CAL) between the first and final drafts of narrative essays. Results showed differential impacts of the four conditions depending on the linguistic dimensions, including some negative impacts of TAPs. Participants’ comments during TAP sessions were used to triangulate the interventions’ effects. We conclude that WCF and TAPs promoted different types of processing; while WCF contributed to the potential restructuring of learners’ interlanguage systems, TAPs triggered learners’ higher-order thinking and served as a self-reflection tool to make strategic decisions in revising the text.