Students’ Uptake of Written Corrective Feedback Using Error Correction Codes in EFL Writing
Keywords:
Written Corrective Feedback, Engagement, Autonomous learning, Scaffolding, AwarenessAbstract
This study investigates how English as a Foreign Language (EFL) students respond to Written Corrective Feedback (WCF) in the form of coded error feedback in their writing. Using a qualitative design, data were collected from 10 university-level EFL students who revised their writing following coded feedback. Through an analysis of their revised drafts, the study explores the effectiveness of WCF in promoting grammatical accuracy, as well as the challenges students encounter in interpreting and applying error codes. Findings show that when learners accurately understand the codes, they tend to make successful revisions, suggesting active engagement with language rules. However, partial or incorrect revisions indicate a need for more scaffolded support and clearer explanations. Additionally, unaddressed errors may reflect issues related to motivation, confidence, or feedback clarity. These outcomes support previous research (e.g., Hyland & Hyland, 2006) on the importance of context-sensitive feedback. The study recommends combining focused WCF with opportunities for discussion or peer collaboration to enhance learner uptake. It concludes by emphasizing the value of WCF in EFL instruction and calls for more personalized, interactive approaches, along with future research into long-term effects and learner-related variables.
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