DOI: 10.51726/jlr.1839550 ISSN: 2602-4578

Beyond Error Correction: How Comprehensive Indirect Coded Feedback Enhances EFL Writing Development in Process-Based Instruction

Ebru Yeğen, Kemal Sinan Özmen
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Written corrective feedback (WCF) remains central to L2 writing pedagogy, yet comprehensive indirect coded feedback within process-based instruction requires further investigation, particularly in underexplored EFL contexts. Framed within a sociocultural, process-writing perspective, this case study examined how comprehensive indirect coded feedback affected the writing development of 17 Turkish university students over six weeks. Participants completed three academic essay cycles, engaging in recursive drafting and revision guided by comprehensive indirect coded feedback. Quantitative analyses revealed statistically significant improvements in writing proficiency within revision cycles (Cohen's d> 1.4) and across the longitudinal sequence (d= 1.00). Qualitative data from interviews and focus groups indicated enhanced error awareness, improved organizational strategies, and increased learner autonomy. Participants valued the role of feedback in developing metacognitive awareness and self-correction capabilities. Findings further demonstrate that comprehensive indirect coded feedback, when embedded within recursive writing instruction, can simultaneously address accuracy concerns and foster reflective writing practices. The study contributes to WCF debates by providing ecological validity through authentic classroom implementation. Implications suggest comprehensive indirect feedback can effectively support writing development when coupled with structured process-based pedagogy, particularly in EFL contexts where learner autonomy is essential.

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