Comprehensive Error Correction in English as a Foreign Language Writing: Action Research Utilizing a One-Group Pretest-Posttest Design

This study employed an action research approach to investigate the effectiveness of Written Corrective Feedback (WCF) when comprehensive error correction was employed. The pretest compositions of 25 participants were analyzed for accuracy, in terms of both grammatical and nongrammatical error types, as well as structural complexity, lexical diversity, and fluency. During the course, all errors in writing assignments were corrected and then returned to participants, who were encouraged to revise their assignments based on the feedback. Posttests were then analyzed similarly to the pretests and compared through paired samples t tests. Improved accuracy was found, with a larger effect size in the case of nongrammatical error types as compared to grammatical error types. Furthermore, statistically identical levels between the pretests and posttests of structural complexity, lexical diversity, and fluency suggest that WCF did not lead participants to pursue greater accuracy by avoiding more sophisticated writing. Independent samples t tests were conducted with the two groups that did or did not regularly revise their compositions; no differences in outcomes were found between the two groups. Implications for future teaching approaches involving WCF are discussed.