The Effect of Direct and Corrective Feedback on Iranian EFLStudents’ Willingness to Communicate and their WritingProficiency

Considering the importance of the writing skill, the present study investigated the effect of direct andindirect corrective feedback on Iranian EFL learners’ willingness to communicate and their writingproficiency. To this purpose, four intermediate classes from Tehran institute in Khorramabad were chosen.Sixty participants were randomly selected from these four different classes as the samples, which were allfemale learners and their ages were between ۱۹-۲۲ years old. The researcher administered the OxfordPlacement Test (OPT) as the test of language proficiency to make sure that the two groups werehomogenized. The homogenized participants were put in two experimental groups. Then, they were givenWTC questionnaire. Next, they were given a topic each session to write a paragraph of maximum ۱۰۰ words.The first group received direct feedback on the writing skill. Here, the teacher clearly indicated that thestudent's utterance or writing was incorrect and the teacher provided the correct form. In the indirectcorrective feedback group, the teacher indicated that an error existed but did not provide the correction. Atten session both experimental groups were given WTC questionnaire once again. The findings were asfollows: ۱) effectiveness of direct corrective feedback in the WTC of the learners, ۲) effectiveness of thedirect corrective feedback in the composition writing of the learners, ۳) effectiveness of indirect correctivefeedback in the composition writing of the learners, ۵) superiority of the indirect corrective feedback groupover the direct corrective feedback group in WTC, and ۶) superiority of the direct corrective feedback groupin improving the participants' composition writing ability over the indirect corrective feedback group. EFLstudents and teachers can benefit from the findings of this study.

کلیدواژه ها:

Corrective Feedback ، EFL Learners ، Willingness to Communicate ، Writing Proficiency