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This study investigates the effectiveness of dynamic written corrective feedback(DWCF) on the writing of intermediate learners of Korean as a foreign language(KFL). Nineteen intermediate Korean learners at a large private university in the United States participated in this research and were divided into two groups. The treatment group(n=9) received DWCF, while the control group(n=10) did traditional types of take-home essay writing with direct feedback. Pre- and post-test results were analyzed to determine differences in linguistic accuracy, fluency, and complexity between the two groups. A mixed-model repeated measures ANOVA revealed that the treatment group's accuracy significantly increased compared to the control group, and there was no significant difference in fluency or complexity for either group. Based on the study results, DWCF is an effective teaching strategy to improve the linguistic accuracy of writings for intermediate Korean learners without negatively impacting fluency and complexity.
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