Writing Accuracy and Written Corrective Feedback

Abstract

This study provided an overview of research that has investigated the role of (direct vs. indirect) written corrective feedback (WCF) in enhancing writing accuracy of Intermediate learners of Navid English Institute in Shiraz. This study is quantitative and experimental survey and then accuracy in the used two functions of English article system (referential indefinite ‘a’, ‘an’ and referential definite ‘the’) was measured during eight weeks by means of pre-test and post-test sixty students that include (20 control group,20 experimental group,20 experimental group) participated in the study which sought to investigated whether what kind of teacher written corrective feedback will be the most effective in writing accuracy then participants received teacher WCF on ten essay under three treatment conditions: Group (1)control group did not receive WCF on specific grammar errors; group (2) received direct WCF; group (3) received indirect WCF. Then at the end of the term, it investigated which type of written corrective feedback will be the most effective in writing accuracy of definite and indefinite article and does accuracy of two functions of the English article vary during eight weeks as results of WCF or not.