The effect of direct versus indirect written feedback of teachers on Iranian EFL learners’ written accuracy

The present study was done to study the effect of direct and indirect corrective feedback of teachers on Iranian University students. A convenient sample of male and female students (n = 60) in Islamic Azad University, Tabriz Branch was selected for the study. The sample was divided into two experimental and control groups. Before the beginning session of the intervention, a writing assignment was administered to determine the participants‘ writing accuracy in both experimental and control groups. During the term, a control group acted in normal procedure of writing English course and the experimental group received direct and indirect corrective feedback. At the end of the semester, the students in both groups were asked to write another excerpt to measure the effect of direct and indirect corrective feedback after the treatment. The findings indicated that both direct and indirect corrective feedback had positive effects on students‘ writing accuracy, but the effect of indirect corrective feedback was more significant. Findings of the study are useful for university instructors, students, and EFL learners who are involved in learning English.

کلیدواژه ها:

feedback ، direct corrective feedback ، indirect corrective feedback ، EFL learners in Iran ، writing accuracy