The Effect of Teacher Written Direct and Indirect Feedback on EFL Learners’ Written Grammar Accuracy

Abstract

This paper reports a research study on the effectiveness of teacher written direct/indirect types of feedback on EFL (English as a Foreign Language) learners’ English written grammar accuracy.This paper also investigated participants’ attitude toward the issue of teacher written direct/indirect types of feedback.The study presented in the paper is experimental, i.e., the samples for the study were randomized. Twenty-nine Armenian EFL students and one teacher, also the researcher, participated in this experimental study. The study lasted for ten weeks. This research investigated experimental and comparison groups’ data to establish any significant difference between the results of the groups before and after the experiment.The experimental group received teacher written direct feedback,while the comparison group received teacher written indirect feedback. Both groups wrote pre and post compositions in the second and tenth weeks respectively.After students completed the post-test composition the student questionnaire was administered.The findings indicate that the experimental group statistically outperformed the comparison group in the post-test.The students of the experimental group overall expressed their positive attitude toward both types of teacher feedback.