Despite a growing interest in the role of written corrective feedback (CF) in L2development, not enough research has examined how learners actually process and understand linguistic information delivered in CF. Acknowledging the importance and necessity of process-oriented research into written CF, the present study investigated the extent to which Korean learners of English understood written CF they received from the teacher in writing classes. In addition, the study looked into whether the presence and quality of understanding of CF was related to learners’immediate uptake and retention of CF. Two intact writing classes and one native English teacher participated in the present research. The study found that a third of CF targeting grammar errors and a half of CF targeting vocabulary errors were correctly understood. The quality of the learners’ understanding of CF was closely related to their immediate uptake in terms of grammar but not in vocabulary; and the quality of their understanding was strongly related to retention in grammar and vocabulary.

Abstract
1. INTRODUCTION
2. LITERATURE RIVIEW
3. METHOD
4. RESULTS
5. DISCUSSION
6. CONCLUSION
REFERENCES
APPENDIX

• Ji Hyun Kim(Keimyung University)