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Logos (La Serena)

versión impresa ISSN 0716-7520versión On-line ISSN 0719-3262


MUNOZ, Belén  y  FERREIRA, Anita. Indirect written corrective feedback in the learning of English comparatives. Logos [online]. 2017, vol.27, n.1, pp.73-89. ISSN 0716-7520.

While written corrective feedback (WCF) has proven to be effective for the treatment of certain grammatical structures (Ferris & Roberts, 2001), there are still many factors that hinder the achievement of categorical outcomes. Some of these relate to the type of structures that benefit of such a treatment, distinct learning contexts, assorted students’ linguistic competence, among others (Hyland & Hyland, 2006; Guénette; 2007). This research studies two strategies of indirect WCF; i.e. indirect with indication and localization and indirect with indication, localization and metalinguistic explanation, in the treatment of comparative form of adjectives in English at school level. The objectives are 1) to examine the effectiveness of WCF in the treatment of a form that, as far as we know, has not been previously studied and 2) to strengthen the empirical evidence in learning contexts that have been poorly researched. This first approach is an unprecedented approach that contributes to strengthening and increasing the existing empirical evidence in the field of WCF. The sample consisted of 24 students in 8th grade at primary school with a basic level of proficiency in English as a foreign language. Results show that both types of feedback improve the accurate use of the target form but it is indirect WCF with indication and localization the strategy that longer retains the gain. These data support a facilitative role of WCF in the treatment of the studied grammar structure.

Palabras clave : written corrective feedback; comparatives; indirect feedback; metalinguistic feedback; accuracy.

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