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.

The purpose of this study was to examine the relative effectiveness of immediate feedback and informational prompt on safe sitting behaviors that may cause VDT syndromes. Participants were three white color workers and an ABCB within-subject design was adopted. Safety Posture System was developed specifically for the present study. The system could detect participants' unsafe sitting postures using sensors and provide feedback and prompt on the computer monitors. The results indicated that both immediate feedback and informational prompt considerably increased safe sitting behaviors. More importantly, the immediate feedback was more effective than the informational prompt in increasing safe sitting behaviors.