A qualitative study in grammar logs

This paper investigates the role of corrective feedback in the writing curriculum. The literature on corrective feedback is reviewed to reveal under what conditions students can most benefi t from such activity. The study presented here involves written corrective feedback provided in the form of error codes. Students review their errors, and mark and correct their errors in online grammar logs. Student testimony indicates that students benefi t from the log activity in the increased noticing and analysis that is necessary in order to complete the grammar logs. Greater awareness of students’ own output is shown to be useful in language learning.