The Effect of Written Corrective Feedback on EFL Students’ Writing Accuracy

The present study explores the effect of providing different types of written corrective feedback (WCF) on 79 IranianEFL learners’ writings over time through a pre-test, immediate post-test and delayed post-test. In this way, the studyfirst aims to investigate the extent to which different types of WCF result in improved accuracy in writing over aperiod of two months, and then maintains to see if there is a differential effect on accuracy when the students arerequired to revise their writings based on the feedback provided to them over this period. However, to narrow downthe scope of the study, considering the level of the learners, and the type and complexity level of the expected writingtasks, it was decided to use the three linguistic errors (capitalization errors, the correct use of definite and indefinitearticles, and simple present tense verb) which occurred mostly frequently during the participants first writing tasks asthe target linguistic structures of the work. After analyzing the collected data, it was found that providing WCF indeedcontributes to the accuracy of the students’ writings because the results indicated each type of feedback employed inthe treatment groups could clearly bring about writing improvement at varying degrees. In particular, the findingssuggested that direct feedback might bring about greater effects on students’ writing accuracy, whereas different typesof feedback are more likely to produce rather long term improvement and/or learning over time.

Keywords:

written corrective feedback , writing accuracy , revision , type of feedback