earticle

영어

In the field of teaching second language writing, it has been questioned whether written corrective feedback is effective or not. In responding to this contentious and ongoing question, this study was conducted to introduce a newly designed instructional strategy in writing and test its efficacy over both short and long periods of time. By using a newly devised testing tool integrating accuracy and fluency at the same time, advanced (N=23), intermediate (N=25), and beginning (N=28) level learners participated in this study, and 304 writing samples were analyzed from the pretest, task 1, task 2, and posttest respectively. The results indicate that all of the groups show statistically significant mean differences both short and long term period. Thus, one can conclude that a newly designed instructional strategy, dynamic corrective feedback is effective in reducing error rates, increasing learner fluency, and multiplying the effect of revision on the subsequent and new pieces of writing. Before jumping to any harsh conclusion, the researcher postulates that further research validating the findings of the result is highly desirable, and it will deepen the understanding toward the nature of complex and context-sensitive second language writing.