Exploring Code-Based Feedback Options and Processing Patterns of L2 Writers: A Focus on Dynamic Written Corrective Feedback

Dynamic Written Corrective Feedback (DWCF) is a valuable approach for language instructors and students because it focuses on principles of learner needs as well as manageability, meaningfulness, timeliness, and constancy (Evans et al., 2010). This study investigated patterns that intermediate and advanced English for Academic Purposes (EAP) students demonstrated as they processed and applied DWCF using editing or color feedback codes in individualized tutoring sessions over a 16-week semester. To accomplish this goal, eleven participants engaged in DWCF sessions conducted live online and recorded with shared screen capture. Concurrent verbal report data (Ericsson & Simon, 1993) collected from forty sessions was transcribed and analyzed qualitatively using Storch and Wigglesworth’s (2010) language related episodes (LREs) as a guide. Verbal report data was triangulated with concurrent screen capture actions. This article presents findings for patterns regarding language form-focused LREs, such as verb tenses, article use, and prepositions. Findings revealed that participants applying DWCF with color codes generally had more patterns of extensive engagement compared to participants using editing codes feedback. However, extensive engagement was not necessarily paired with expected resolutions. This study supports continued use of editing codes for DWCF and presents some questions about feedback tracking charts within DWCF.