Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation

Though studies have shown the benefits of oral corrective feedback (CF), there is a paucity of research exploring the potency of indirect written CF. Studies have indicated the need of further research on indirect written CF and teacher comments as a way to encourage L2 learners to be better writers. To this end, this study investigated if indirect coded correction feedback (ICCF) and short affective comments were more effective than ICCF alone in enhancing L2 learners’ writing performance, uptake, and motivation. L2 learner participants (n = 56) received the two aforementioned feedback modes and completed three writing tasks at successive times. Analyses of the writings showed a significant improvement in overall writing performance and learner uptake irrespective of the feedback mode they received. This seems to indicate that adding affective comments to ICCF did not significantly boost L2 learners’ writing; however, further analysis of the participants’ questionnaire data showed that the addition did foster a positive mindset motivating them to take further actions to improve their writing and that the pedagogical potency of ICCF and short affective comments seems to be complementary. Pedagogical implications and applications for how ICCF and short affective teacher comments can impact L2 writing are provided.