The Effect of Direct and Indirect Written Corrective Feedback on Accuracy and Fluency of University Students' English Writing

Masrul, Masrul and Erliana, Santi and Rasyidah, Ummi and Wicaksono, Bayu Hendro (2024) The Effect of Direct and Indirect Written Corrective Feedback on Accuracy and Fluency of University Students' English Writing. World Journal of English Language, 14 (2). pp. 388-399. ISSN 1925-0703

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Abstract

This research aimed to determine the effect of WCF (Written Corrective Feedback), direct and indirect, on overall accuracy, error types, and overall accuracy and fluency in pre-test, post-test, and delayed post-test in rewritten text. The research questions examined the potential links between the direct & indirect WFC, grammar & non-grammar errors, and standpoint of feedback for accuracy and fluency. A total of 100 English as a Foreign Language (EFL) students from the University of Pahlawan Tuanku Tambusai in Indonesia were involved in the research. The findings revealed significant variations among the three experimental groups in the proportions of both effectively and unsuccessfully rectified errors. as well as the proportions of uncorrected and deleted errors in both grammar and non-grammar categories. The cohort that received the Direct WCF had the most significant enhancement in accuracy. This study showed that offering direct WCF (written corrective feedback) can enhance participants accuracy gradually over an extended period of time (long term). Indirect written corrective feedback (WCF) can enhance participants' fluency in terms of overall word count. while direct WCF can improve participants' fluency in terms of t-units over a longer period of time.

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