Abstract

This paper reports on a longitudinal descriptive and quantitative research conducted in a French grammar course at the University of Costa Rica. This xperimental study inquired about the effectiveness of three different types of indirect feedback in written assignments, and the type of errors made by students. To collect this information, 24 students were divided into three separate groups, and each worked on one type of indirect feedback: the first one with the use of codes, the second one with the use of colors, and the third one with annotation of errors in the margin of the composition. This research focuses on grammatical concepts such as morphology, syntax and orthography. The findings show that indirect corrective feedback and correction of French as a Foreign Language university students is in fact effective, and what delimits its reach and impact is the kind of feedback provided to students.

Keywords indirect corrective feedback; FLE; university; writing skill; French