To what extent do learners benefit from indirect written corrective feedback? A study targeting learners of different proficiency and heritage language status

Should teachers spend hours correcting students’ errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners’ written output. Journal entries from students enrolled in intact second language (L2) Korean classes ( n = 40) were collected and returned to the students with all of their errors underlined (indirect feedback). The...