Discovering the Effectiveness of Direct Versus Indirect Corrective Feedback on EFL Learners’ Writings: a case of an Iranian Context

Abstract

Building on Ellis’s (2006) study of types of written corrective feedback (CFs) in second language acquisition (SLA), this study seeks to account for investigating the extent to which Ellis's (2008) typology of options for correcting linguistic errors (in this study direct/indirect corrective feedback) would be more effective in reducing Dulay, Burk, and Krashen (1982) taxonomy of errors among Iranian intermediate EFL learners. In so doing, twenty-one homogeneous learners were selected and were divided into two experimental groups (direct and indirect corrective feedback) and one control group. The results demonstrated that those who received feedback outperformed the control group and there was no significant difference between the experimental groups.