AFFECTIVE AND COGNITIVE EFFECTS OF CODED TEACHER FEEDBACK ON FL WRITING STUDENTS

This study investigates whether or not "good paragraph writing" affects language learners' both cognitive and affective levels, i.e., it is aimed to search the correlation among learners' beliefs about corrective feedback, their writing anxiety, and their writing performances. Two questionnaires are conducted to compare students' beliefs before and after treatment. Additionally, the experimental part is conducted through in-class treatment where in control group all the errors are just underlined i.e. provided only un-coded feedback, whereas in experimental group all the error types underlined, coded but not corrected. Statistical and descriptive analyses of learners' perceptions revealed that learners prefer indicated, coded but not corrected type of feedback especially provided by teachers. At last, this study seems to prove the need for coded teacher feedback and the possibility and effectiveness of using it in reducing foreign language writing anxiety.