Effects of Direct and Indirect Written Corrective Feedback on French Writing Skills: A Comparative Study

Abstract

This study aims to examine the impact of implementing direct and indirect written corrective feedback on the enhancement of French writing skills. The research employed a quantitative approach utilizing a static-group pretest-posttest design. The participants in this study consisted of fifty-six students enrolled in the French Language Education Study Program at a university in Bandung, Indonesia. They were split into two experimental groups, referred to as the direct and indirect written corrective feedback groups, and were assessed using a writing test for French narrative texts. The collected data were analyzed using SPSS, employing normality and homogeneity tests, as well as the N-Gain test and Mann-Whitney U test, to determine the average differences and their significance. The findings indicated that the direct written corrective feedback group exhibited a significantly greater improvement (N-Gain score: 0.3229) compared to the indirect written corrective feedback group (N-Gain score: 0.1174). However, the statistical analysis utilizing the Mann-Whitney U test indicated that there was no significant difference in the N-Gain scores between the two WCF classes (p0.05)

Keywords

• corrective feedback, french, writing