Efectos del feedback directo e indirecto en el desarrollo de la competencia escrita de un grupo de estudiantes de español como lengua extranjera

In this study, we compared the effects of direct and indirect corrective feedback on students’ writing productions in a class of Spanish as a foreign language. A total of 24 students, with varied levels of language proficiency in Spanish, participated in this study. Results show that indirect feedback is slightly more effective in the short term, whilst direct feedback seems to facilitate students’ retention in the long term. Furthermore, students’ level of engagement seems to play a major role on the effectiveness of the different types of feedback.