Shiraz University Teaching English as a Second Language Quarterly 2981-1546 44 1 2025 01 01 The Combined Effects of Task Sequencing and Indirect Corrective Feedback on L2 Writing: Examining the SSARC Model 53 76 7812 10.22099/tesl.2024.51345.3333 EN Sara Ziaei Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Mansoor Tavakoli Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Zahra Amirian Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Journal Article 2024 10 05 <strong> Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because they did not provide learners with corrective feedback (CF).</strong><strong> </strong><strong>This study aimed to address this gap by examining the combined effects of TS and CF on writing complexity, accuracy, and fluency (CAF).</strong><strong> To do so, 113 upper-intermediate EFL learners were selected and divided into two groups. Participants took a pretest at the beginning of the study. Each group performed two three-task sets in simple-to-complex(S-C) or complex-to-simple(C-S) order. In each group, the errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to revise their texts based on the provided CF and take a posttest at the end of the study. </strong><strong>Multivariate analysis of variance (MANOVA) was run to analyze the pretest and posttest data.</strong><strong> </strong><strong>The results showed that the group performing tasks in S-C order and receiving ECs outperformed the others.</strong><strong> Findings supported the SSARC (Stabilize, Simplify, Automatize, Reconstruct, Complexify) model. The study has implications for material development.</strong> https://tesl.shirazu.ac.ir/article_7812_b96a6e2ae3614ff6dd2a5d2328695f94.pdf