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Journals / Journal of Language Research / 2026 / Cilt: 10 Sayı: 2

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

“Hata Düzeltmenin Ötesinde: Kapsamlı Dolaylı Kodlanmış Geri Bildirimin Süreç Temelli Öğretimde Yabancı Dil Olarak İngilizce Yazma Gelişimine Katkısı”

Ebru Yeğen(ÇANKAYA ÜNİVERSİTESİ)0000-0003-4392-7263
Kemal Sinan Özmen(GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION)0000-0002-4454-235X
Pages
256–274
Publication Date
2026-07-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
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Key Findings & Data: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.
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Conclusion & Impact: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.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Yazılı düzeltici geri bildirim · yabancı dilde yazma · dolaylı kodlu yazılı geri bildirim

Abstract

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.

Özet

Yazma eylemi yabancı dil olarak İngilizce öğrenimi bağlamında öğrenciler için zorlu bir görevdir çünkü öğrenciler yazma sürecinde hem yazım kurallarıyla hem de dilin yapısal özellikleriyle uğraşmak zorundadır. Yazma süreci boyunca öğretmenlerin öğrencilere rehberlik etmesi beklenir ve yazılı düzeltici geri bildirim, öğrencilere yardımcı olmanın yöntemlerinden biridir. Yazılı düzeltici geri bildirim, çeşitli türleri ve kapsamıyla dil öğretmenleri arasında yaygın bir uygulamadır. Karma bir yöntem benimseyen bu vaka çalışması, belirli bir geri bildirim türünün, kapsamlı dolaylı yazılı düzeltici geri bildirimin, 17 yükseköğretim düzeyindeki öğrencinin yazılarının ikinci taslakları ve daha sonraki yazıları üzerindeki etkilerini araştırmayı amaçlamıştır. Bu amaçla, öğrencilere 3 adet yazı yazdırılmış olup her bir yazıyı dolaylı kodlu yazılı düzeltici geri bildirim aldıktan sonra tekrar yazmaları istenmiştir. Araştırmada süreç odaklı yazma yaklaşımı izlenmiş olup öğrenciler süreç odaklı yazmanın her aşamasına dâhil olmuştur. Yazıların puanlamasının güvenilirliğini artırmak için her bir yazıyı iki değerlendirici puanlamıştır. Nicel veri analizi için tanımlayıcı istatistikler ve eşleştirilmiş örneklem t-test uygulanmıştır. Sonuçlar, öğrencilerin ilk taslaktan ikinci taslağa ve ilk yazıdan son yazıya yazma becerilerinde istatistiksel olarak anlamlı bir iyileşme olduğunu göstermiştir. Araştırmanın bir diğer amacı araştırmada uygulanan dolaylı kodlu geribildirim ve süreç temelli yaklaşıma ilişkin öğrencilerin algılarının anlaşılmasıdır ve bu çalışmanın nitel verisini oluşturmuştur. Bu nedenle, öğrencilerin dolaylı kodlanmış geri bildirime ilişkin izlenimlerini derinlemesine incelemek amacıyla 6 öğrenciyle çalışma öncesinde, sırasında ve sonunda bir dizi yarı yapılandırılmış görüşme yapılmıştır. Yarı yapılandırılmış görüşmelerin yanı sıra süreç odaklı yazma yaklaşımına ilişkin daha iyi bilgi edinmek amacıyla 8 öğrenciyle odak grup görüşmesi yapılmıştır. Görüşmeler içerik analizi kullanılarak yazıya geçirilmiş ve analiz edilmiştir. Veri analizi sırasında önceden tanımlanmış bir dizi kod kullanılmış, bunlar daha sonra kategorilere ve son olarak da literatürde var olan temalara dönüştürülmüştür. İçerik analizi sonuçları, öğrencilerin dolaylı kodlu geribildirim ve süreç temelli yazma yaklaşımının kullanılmasına karşı olumlu görüşlerinin olduğunu ortaya koymuştur. Öğrenciler, dolaylı kodlu geri bildirimin sağladığı motivasyon ve farkındalığın yanı sıra yazılarının belirli yönlerinde iyileşmeler olduğunu belirterek dolaylı kodlu geri bildirimi yazma süreçlerinde yararlı bulduklarını belirtmişlerdir. Odak grup görüşmesinin analizi ise öğrencilerin süreç odaklı yazma yaklaşımı hakkında olumlu görüşlere sahip olduklarını, süreç odaklı yazmanın organizasyon ve verimlilik açısından faydalarına dikkat çektiklerini ortaya çıkarmıştır. Bu çalışma, dolaylı kodlanmış geri bildirimin yabancı dil olarak İngilizce öğrenen öğrencilerin yazılı metinleri üzerindeki etkililiğine dair kanıtlar sunarak literatüre katkıda bulunmuştur. Ayrıca, öğretmenlere ve araştırmacılara sınıf içi uygulamalara yönelik öneriler paylaşılmıştır.

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Cite This Article

Yeğen, E., Özmen, K. S. (2026). Beyond Error Correction: How Comprehensive Indirect Coded Feedback Enhances EFL Writing Development in Process-Based Instruction. Journal of Language Research, Cilt: 10 Sayı: 2, 256–274. https://doi.org/10.51726/jlr.1839550

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