The purpose of the study is to examine if there is any difference in Korean college students revisions of their free journal writing in response to indirect (coded correction) and direct error feedback (explicit correction). Through careful examination of their 60 pieces of revised texts, it was revealed that the students who received direct error feedback were more actively engaged in rewriting their first piece. More specifically, the students revised their writing at a meaning level, deleting and adding words, phrases, or sentences, whereas the students who received indirect error feedback tended to focus on the errors marked by codes. In addition, the students in the direct feedback group often missed the corrected forms or words while the students in the indirect feedback group avoided correcting errors marked by the teacher or tried to correct other parts of the sentence with the erroneous forms or vocabulary left in it. These results suggest that second language (L2) writing teachers should choose an appropriate error feedback method depending on the relative merits of each type of error feedback and the purpose of the writing class.

Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Method
Ⅳ. Results and Discussion
Ⅴ. Conclusion
References
Appendix

• Youngsook Ryoo(Hanyang University) | 류영숙