The Effect of Indirect Error Correction Strategies on Complex Target Forms in Young Chilean L2 Learners

ABSTRACT Despite the demonstrated effectiveness of written corrective feedback in addressing linguistic errors in L2 writing, numerous moderating factors, such as the nature of the target form, feedback explicitness, and learner proficiency, remain underexplored. Research predominantly focuses on adults with pre‐intermediate or higher linguistic proficiency, leaving a gap regarding young learners with basic language skills. This quasi‐experimental study examines the impact of two WCF strategies with differing levels of explicitness: indirect corrective feedback with localization and indirect corrective feedback plus metalinguistic explanation (ME) on prepositions of time, often considered a complex and an untreatable structure. Conducted with young Chilean learners, the study shows that (1) indirect feedback with localization improved the accurate use of the targeted forms, but its effectiveness increased when combined with ME, (2) complex forms such as prepositions of time respond effectively to correction despite being categorized as non‐treatable, and (3) young learners with low proficiency benefit from corrective treatments, especially when highly explicit. These findings contribute valuable insights into how various factors interact to influence WCF effectiveness.