Comparing The Effect Of The Continuation Task With Written Corrective Feedback On L2 Written Accuracy

Supplying language input to promote the teaching and learning of writing has been a research hotspot within the spectrum of second language acquisition(SLA)research.Traditionally,corrective feedback(CF)is prevalent in second language(L2)classrooms and is utilized to improve students' written accuracy by correcting errors in their writings.In recent years,the continuation task(CT),which evokes alignment in L2 written production and facilitates L2 writing development by exposing student writers to positive L2 input,is receiving an increasing amount of attention.Underpinned by the notion of alignment in language use and the hypothesis of learning by extension,CT serves as an efficient reading-writing integrated task in L2 writing pedagogy.The present study adds to the growing body of work on L2 writing by examining:(1)the effectiveness of CT in improving written accuracy in L2 argumentative writing;and(2)the differential effects between CT and written CF on L2 written accuracy.To this end,a quasi-experimental design with a pre-test,treatment,and posttest was adopted.A total number of 66 English-major sophomores enrolled in three intermediate English writing classes participated in the study and were assigned to two experimental groups(CT group and CF group)and a control group,each group consisting of 22 participants.During the three treatment sessions,the CT group was instructed to read incomplete texts provided first,and then continue the essays in a most coherent and logical way;the CF group was required to finish topic writing tasks with comprehensive written CF provided;and the control group only took part in writing practices.After the treatment,student written texts in the posttest were collected.With errors in the texts identified,the mean error rates for the three groups were calculated and served as an indicator of L2 written accuracy.The results demonstrated that:(1)CT has a beneficial effect on improving accuracy in L2 written production,as CT group committed significantly fewer errors than the control group;and(2)there was no statistically significant difference between CT group and CF group in terms of written accuracy,although both the two experimental groups outperformed the control group.Closer scrutiny revealed that major facilitating factors occurred when learners were engaged in CT or were exposed to written CF,such as the noticing of gap,conscious attention to correct language forms,the coupling of comprehension and production,and the occurrence of successful scaffolding leading to development.The findings of this study may generate some implications for studies on L2 writing in particular and on SLA in general.