The Superiority of Written Corrective Feedback Outcome on EFL Writing at Different Proficiency Levels

Suhartawan, Budianto The Superiority of Written Corrective Feedback Outcome on EFL Writing at Different Proficiency Levels. International Journal of English and Education, 6. ISSN 278-4012

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Abstract

Abstract: Written corrective feedback has been the subject of considerable debate among researchers in EFL/ESL writing. Each research claims the dominance of type of corrective feedback used is more powerful than others. This study investigated the effect of direct and indirect corrective feedback on EFL writing at different proficiency level (N=63) where the previous research claiming direct corrective feedback contributes in grammatical accuracy (Mirzaii & Aliabadi, 2014; van Beuningen et al., 2012) while the others argue oppositely (Eslami, 2014; Jamalinesari, 2014). Results showed that the students taught with Direct Corrective Feedback (DCF) produce better writing than those taught with Indirect Corrective Feedback (ICF) in EFL writing. Moreover, results also revealed the effect of Direct Corrective Feedback (DCF) and Indirect Corrective Feedback (ICF) in EFL writing doesn’t depend on the level of proficiency. Further research should consider the efficacy of longitudinal study of direct corrective feedback for students with low and high proficiency in EFL writing. Keywords: written corrective feedback (WCF), direct corrective feedback (DCF), indirect corrective feedback (ICF)

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