The relationship between attitude and success of written correction feedback in the acquisition of a second language

ABSTRACT This paper reports part of a doctoral dissertation that investigated learner attitudes towards written corrective feedback (CF) in a second language (L2). Attitude was measured with a questionnaire that used a 5-point Likert scale. Preferences were measured in percentages per question and the correlation between attitude and the effect of CF using Pearson correlation index. In adition, to determine more accurately the statistical relationship between attitude and the effect of CF, a repeated measures analysis of covariance with attitude as covariate was performed. The results indicate that students prefer to be corrected in the production of texts in English as a second language and that attitude can mediate the effect of CF.