The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency

Abstract

Abstract This study explored whether the effects of task repetition in drawing learners’ attention to linguistic form could be reinforced through the provision of two types of unfocused direct written corrective feedback. Fifty-seven learners formed three conditions: (1) task repetition with no feedback (TR, control), (2) task repetition with error correction (TR+EC), and (3) task repetition with reformulation (TR+R). All groups repeated an identical writing narrative task but only the experimental groups received feedback after their initial task performance. All participants were then asked to complete a new task of the same type followed by a new task of a different type. Performance was gauged by multiple measures of complexity, accuracy and fluency. Results revealed the persistent superiority of the TR+EC condition on all measures of accuracy while the TR+R condition led to immediate written complexity improvement regarding subordination. Furthermore, both the TR+R and TR conditions resulted in delayed fluency gains.

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