Roy, SylvieParis, Britney2017-07-312017-07-3120172017Paris, B. (2017). The Influence of Language Proficiency on Student Response to Direct and Indirect Written Corrective Feedback (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28211http://hdl.handle.net/11023/3991Written Corrective Feedback (WCF) is a common formative feedback strategy in the language classroom, yet it is unclear whether it is effective and in which contexts. This study aims to determine the influence of learner proficiency in the effectiveness of two different types of WCF and whether learner proficiency influences how learners respond to two different types of WCF. Using an embedded, mixed methods design, seven participants wrote three writing samples and receiving two different types of feedback. Following the writing samples, the participants were asked to think aloud as they reviewed the feedback for the first time, followed at the end by retrospective, semi-structured interviews. The findings suggest that learner proficiency did not influence the effectiveness of the two different types of WCF, however they did reveal that learners at both the beginner and advanced levels lack effective strategies for responding to feedback.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Language and LiteratureLinguisticssecond language acquisitionwritten corrective feedbacklanguage assessment and learningmaster thesis10.11575/PRISM/28211