Indirect Corrective Feedback for Academic Writing Accuracy of English Language Trainee Teachers

Abstract

Foreign language academic writing requires objective guidance on the errors that learners make in the composition of texts to help them to develop their linguistic competence. In this study, different written errors are explored from the insight of the interaction hypothesis (Long, 1996) and the noticing hypothesis (Schmidt, 2001) for second language acquisition, with the purpose of identifying the effects of indirect corrective feedback, as treatment of error, on writing accuracy. This corrective practice is explored through a case study in which the content of academic essays written by English language trainee teachers is analyzed based on the Error Analysis approach (Corder, 1974), demonstrating the development of the participants’ linguistic competence, through a preliminary descriptive analysis of their written accuracy, which is expressed by the linguistic errors decrease in response to the digital administration of indirect corrective feedback.