The Language Learning Potential of Writing through EFL Students' Processing of Feedback

This study investigates the effects of low L2 proficiency students' processing of two feedback types (direct and indirect) during a written languaging session Of the accuracy of their rewritten texts. Data were collected during two weeks and were statistically analysed. The main findings showed that none of the two feedback groups reflected on and understood all the errors on which they received feedback, which in turn determined the accuracy of the rewritten texts. These results open a new window for the investigation of the effectiveness of different feedback types and the language learning potential of writing. The empirical and pedagogical implications of these findings are discussed.