Japanese EFL Writers’ Perceptions of the Effects of Direct and Indirect WCF on Language AcquisitionJapanese EFL Writers’ Perceptions of the Effects of Direct and Indirect WCF on Language Acquisition Japanese EFL Writers’ Perceptions of the Effects of Direct and Indirect WCF on Language Acquisition
The present study evaluated Japanese EFL writers’ perceptions of the effects of direct and indirect written corrective feedback (WCF) on their acquisition of grammatical forms. Participants were 42 first-year English majors at a Japanese university, and their perception of various features of direct and indirect corrective feedback was fathomed through semi-structured interviews and a questionnaire survey. The results showed that all participants appreciated provision of indirect WCF which engaged them in cognitive processing and helped them acquire grammatical forms but, at the same time, indicated that direct correction was an indispensable instrument for identifying complex structures quickly and accurately. The participants had a tendency to regard writing assignments as tasks to finish, rather than as a trial-and-error process for language acquisition, but there was evidence that the most attentive or dedicated learners started assuming an increasingly positive attitude toward drafting during the semester.