This study investigated which type of corrective feedback, direct feedback or indirect feedback, would be more effective for reducing the targeted errors−verb, noun, and determiner errors−in L2 writing. The 20 Korean EFL college students were divided into two feedback conditions: direct feedback and indirect coded feedback. The results of the study showed that only the errors in the noun category, not the other two categories, showed a significant decrease over time. There were no significant differences in the effect of the differential feedback. The post surveys and interviews revealed that the students in both groups had difficulty in understanding their errors and feedback on them, and they wanted to receive a more detailed explanation about their errors in order to fully understand them. The overall findings indicate that different types of corrective feedback need to be combined with other methods such as a one-to-one conference or mini-lesson for further helping students understand their errors and reduce other errors in the future. This study provides L2 teachers with valuable information on how to respond more effectively to the needs of L2 learners.

Ⅰ. Introduction
Ⅱ. Literature review
　1. Types of corrective feedback in L2 writing
　2. Effectiveness of corrective feedback in L2 writing
　3. Effectiveness of differential types of corrective feedback in L2 writing
　4. Categories of errors
Ⅲ. Methodology
　1. Participants
　2. Procedures
　3. Data analysis
Ⅳ. Results and discussion
　1. The effect of corrective feedback
　2. The differential effect on each category of error
　3. Students’responses and expectation on corrective feedback
Ⅴ. Conclusion
References

• Yuri Kim(Chonnam National University)
• Jee Hyun Ma(Chonnam National University)