Investigating the relationship between corrective feedback on the intermediate students writing skill in Kurdistan, Iran

Written corrective feedback (WCF) in L۲ writing, otherwise known as grammar correction (e.g., Truscott, ۱۹۹۶, ۱۹۹۹) or written error correction, has been much studied and hotly debated in applied linguistics over the past ۱۸ years. The primary purpose of the current study was to find out which type of corrective feedback (CF), namely direct corrective feedback (CF) and indirect corrective feedback is more effective in terms of Iranian learners at intermediate level. One hundred participants were chosen as the subjects of this research by convenience sampling from the whole available population. Kurdish was their first and English was their foreign language. The research method used was a quasi-experimental one with pretest– posttest control group. The study was conducted to investigate the role of CF (corrective feedback) in promoting writing level of lower-intermediate students of in Kurdistan English institutes, Iran. It was a quantitative and experimental survey. Based on the nature of the data collected, that is, having the scores of pretest and posttest for all the groups, one – way ANOVA or analysis of variance was run. Case Processing Summary in SPSS ۱۸ was used to check if there is any missing or mortality in the number of participants. The results demonstrated that there is significance difference in the enhancing of writing ability for the group who received directive written corrective feedback in comparison with the other two groups. This study indicates some supports for using directive written corrective feedback to expand learners’ writing accuracy.

Keywords:

Feedback , writing skill , direct and indirect