The Effects of Focused Direct Written Corrective Feedback on Learners’ Written Compositions

Qian Zou

doi:10.54691/dv8kz955

Authors

Qian Zou

DOI:

https://doi.org/10.54691/dv8kz955

Keywords:

Focused Direct Written Corrective Feedback; Learners’ Written Compositions; Writing Proficiency.

Abstract

This study investigates the impact of focused direct written corrective feedback on learners’ written compositions within a theoretical framework. Emphasizing clarity, conciseness, and specificity in feedback provision is found to enhance writing accuracy and fluency significantly. The benefits of such feedback extend beyond specific tasks, facilitating skills transfer to diverse writing contexts and contributing to academic success. Future research should examine the effects of feedback types on writing proficiency, their sustainability, and interactions with other variables. Educators should aim to deliver timely, comprehensive feedback, integrate self-assessment practices, and leverage technology to establish an empowering feedback culture for students. In conclusion, focused direct written corrective feedback proves to be a crucial tool for educators in fostering writing skills among learners. With ongoing exploration and innovation, this approach promises to produce more skilled and confident writers in the future.

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