Rustipa, Katharina
THE EFFECTIVENESS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK IN IMPROVING EFL LEARNERS’ HORTATORY EXPOSITION WRITING.
TEFLIN International Conference 2014.
Abstract
At present, research has not adequately dealt with corrective feedback (Mirzaii & Aliabadi, 2013).
Adam (2003) claims that written production and feedback are important for SLA. It pushes learners‘ awareness
towards the problems in their interlanguage. Corrective feedback has always been a challenge (Sadeghpour, 2013).
This study, thus, aims at investigating the impact of feedback on students‘ writing. Thirty EFL learners at
UNISBANK participated in this study. They were divided into Direct Feedback Group (DFG) and Indirect Feedback
Group (IFG). Both did pretest before the treatment. Subsequently, they were asked to write Hortatory Exposition
texts in groups and individually. DFG‘s texts were provided with direct feedback while the IFG‘s with indirect
one. Afterwards, posttest was administered. The results show that direct feedback is more effective than indirect
feedback. However, the difference is statistically not significant. The pedagogical implication is that in giving
corrective feedback teacher should consider learner‘s level of competence, since the effectiveness of the
feedback depends on the learner‘s competence level, the lower proficient learners might be unable to correct
their own errors based on indirect corrective feedback.
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