The effect of written direct and indirect corrective feedback on Armenian EFL learners’ written grammar accuracy

Abstract

This study investigates the effect of teacher written direct and indirect corrective feedback on Armenian English as a Foreign Language (EFL) learners’ grammar accuracy. It explores which type of corrective feedback (direct/indirect) has a better effect on the development of students’ written accuracy. The second aim of the research is to find out the learners’ opinion towards the direct and indirect corrective feedback. The study applies quantitative methods approach and is quasi-experimental. Thirty participants took part in the research. The data were collected through a diagnostic and placement test, pre and posttest essays followed by student questionnaires. The quantitative data were analyzed via the statistical package of social sciences (SPSS software 17) and Google form pie charts. The findings of the study indicate that the group which received teacher written direct feedback statistically outperformed the group that got indirect corrective feedback. The results of the student questionnaire revealed that the participants of the direct feedback group were more satisfied with the type of feedback they received.