THE EFFECT OF DIRECT CORRECTIVE-FEEDBACK ON IRANIAN INTERMEDIATE EFL LEARNERS’ WRITING PROFICIENCY

The purpose of the current study was to investigate the probable effects of direct corrective feedback on Iranian intermediate EFL learners’ writing proficiency. First, a total number of 60 female EFL learners who were learning English in “Zaban- Gostar English institute” in Bandar Anzali were selected as the main sample from among those whose score on OPT test was within the range of + 1 SD from the mean. Then they were randomly divided into two groups. One class was assigned to serve as an experimental group (direct corrective feedback) and the other class as a control group (traditional group). This study followed a quasi-experimental design. The mean scores of the control and experimental groups were compared in pre- and post- writing tests by running independent samples t-test to investigate the possible differences between the two groups in terms of their writing proficiency. The results of independent samples T- test indicated that while the two groups were homogeneous in terms of their writing proficiency at the beginning of the study, the experimental group outperformed the control group in the post writing test. The results confirmed the positive effects of providing direct corrective feedback on EFL learners’ writing proficiency. Conducting studies like the present one may help effectively on the better teaching and testing writing skill to the foreign language learners.