摘要：In the current study, the effects of comprehensive coded indirect corrective feedback (CCICF) on three learners’ written productions are investigated. Another aim of the study is to find out whether recording their errors help the participants to become better acquainted with their frequent error types and to make fewer errors. Furthermore, by using the data from the learning diaries and interviews, we aim to explore the participants’ feedback about the process they have gone through during the study and their general views about corrective feedback (CF). Results indicated that the participants almost always acted on CCICF and made successful revisions in a large majority of cases (82.46 %), which indicated that, in general terms, it had a positive impact on the revisions of errors. The comparison of the first and the last essays showed that the participant/s who had made sentence structure, adjective form, word form, capitalization and punctuation errors in their first essay/s reduced the number of errors related to these error categories/types in their last compositions. However, for the three participants, there was an increase in the number of numeric shift errors. Regarding the other categories, there was individual variation in the amount of improvement over time. The analysis of the learning diary and interview data revealed that they were satisfied with the CF practices in the study and the practices matched their perceptions about effective CF strategies. They believed they gained awareness of their frequent errors and the CF practices contributed to their learning.
