In language learning, corrective feedback (CF) plays a significant role. However, few studies have examined how learners actually process such feedback and how this processing contributes to their language development. The present study investigated how L2 learners process different types of CF. Twelve high-intermediate Chinese learners of English participated in this study. They completed a written completion task and received different types of CF. In the direct CF condition, learners received explicit corrections. In contrast, the indirect CF group received revision suggestions only, and revised the errors accordingly. To capture the learners' cognitive processes during feedback reception and revision, the study employed think-aloud protocols. Participants were asked to verbalize their thoughts as they reflected on the CF they received. These verbal reports were subsequently analyzed, and the analysis revealed a noteworthy difference between the two groups. Learners who received direct CF can quickly clarify errors, but it may not always encourage them to reflect critically or develop autonomous language awareness. Conversely, learners exposed to indirect CF demonstrated a more active engagement, which led to deeper learning and greater internalization of the forms. The findings highlight the importance of considering the type of feedback provided in language teaching. While direct CF may efficiently correct errors, indirect CF seems to foster deeper level of processing, encouraging learners to think critically and develop self-regulated learning strategies. Pedagogically, teachers may strike a balance between both feedback types, perhaps beginning with direct CF for clarity but gradually incorporating indirect feedback to promote long-term language development.

Authors:
Hui-Tzu Hsu, National Chung Cheng University, Taiwan
Yuan-Shan Chen, National Chin-Yi University of Technology, Taiwan
Hsuan-Yu Tai, National Kaohsiung University of Science and Technology, Taiwan

About the Presenter(s)
Professor Yuanshan Chen is a Distinguished Professor of the Department of Applied English at National Chin-Yi University of Technology in Taiwan.

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