The effects of direct written corrective feedback and comparator texts on the complexity and accuracy of revisions and new pieces of writing

Abstract

There is growing consensus that the provision of Written Corrective Feedback (WCF) on second language (L2) writing is beneficial for long-term L2 development. Yet, while WCF may help improve linguistic accuracy, there is no evidence that it promotes the development of linguistic complexity. Further, WCF is also often laborious and time-consuming for the provider. One intervention that may mitigate the above is learner exposure to comparator (model) texts. Studies have demonstrated that the use of comparators can lead to noticing and uptake in immediate revisions. However, no attempt has been made to ascertain the longer-term effect of comparators on the complexity and accuracy of new pieces of writing. Using a pre-, post-, delayed post-test design, this study examined the effects of two interventions on the complexity and accuracy of revisions, and on new pieces of writing. One group received comprehensive WCF on an initial draft and a second received comparators. A third group received neither. All groups revised their draft and produced new pieces of writing. It was found that comparators had a significant effect on the lexical complexity of revisions and on the accuracy of new texts on the same topic but of a different genre. Furthermore, both comparators and WCF had a significant effect on the accuracy of revisions, and WCF led to a significant increase in the use of subordination in revisions.