Marjan Shahvazian - department of English Yazd Islamic Azad University, Yazd, Iran
Anita Lashkarian - department of English Meybod branch Islamic Azad University, Meybod, Iran
Sima Sayadian - department of English Meybod branch Islamic Azad University, Meybod, Iran

This study attempted to compare the effect of coded corrective feedback and directcorrective feedback on Iranian EFL students' writing proficiency. To this end, a total of 60Iranian female lower intermediate level EFL learners were randomly selected to receive directversus coded written corrective feedback. The results of data analysis revealed that in generalcoded corrective feedback was more effective in the improvement of the participants writingperformance. They indicated that the participants in experimental group outscored theircounterparts in control group on the posttest. To conclude, it should be noted that the resultsprovided conclusive evidence in favor of coded corrective feedback and the integration of it inEnglish language pedagogy.

Direct written corrective feedback; coded written corrective feedback; writing performance