Automated Written Corrective Feedback 22-24

I. Automated Written Corrective Feedback 22: Main Verb Control and Writing Development in an EFL ClassroomBackground:Second language writing development involves the interaction of multiple linguistic subsystems, and not all grammatical features contribute equally to writing quality. However, classroom instruction often treats grammatical domains as equally important, with limited empirical evidence regarding their relative impact.Purpose:This study examined writing development in a university-level L2 writing course to determine (a) whether writing scores improved across drafts, (b) which grammar quiz components predicted final writing quality, (c) whether learners formed distinct developmental profiles, and (d) which grammatical domains should be prioritized instructionally.Method:Participants were 21 undergraduate EFL students enrolled in a practical writing course. Data included pretest and posttest writing scores and five grammar quiz scores (sentence types, main verbs, agreement, parallelism, and articles).

Professor Chongwon Park has worked at Pukyong National University since the fall of 2006. He teaches English composition, Media English, Reading, and Qualitative Research Methodology. He wrote books and articles on Computer Assisted Qualitative Data Analysis, Written Corrective Feedback, and Media English.