Focused explicit written corrective feedback : improving EFL learners written production.

Abstract

This study investigates the effects of Focused Explicit Written Corrective Feedback (WCF) on the written production of 10th-grade EFL students at Liceo Femenino Mercedes Nariño. Through a mixed-methods approach, the research analyzes both quantitative data from students' writing tasks and qualitative data from questionnaires and interviews. The study involved 16 students, who completed a series of writing tasks over three months. Each task received feedback focusing on specific grammatical issues such as modal verbs, quantifiers, and simple past tense. The results demonstrated a reduction in the number of grammatical errors over time, with most students showing improvement in their writing accuracy. Interviews and questionnaires revealed that WCF impacted students' self-perception and motivation towards writing in English mostly in a positive way. The study highlights the benefits of providing Focused Explicit Written Corrective Feedback, while also acknowledging the challenges some students face in fully integrating it into their learning processes.