Abstract
This study analyzes how the correctional feedback provided by the teacher affects the error reduction and writing improvement of undergraduate international students. Many learners said they wanted to receive direct feedback, but what was more helpful for their writing was indirect feedback. Feedback about composition of the writing was regarded more important, followed by content of writing, sentence structure, grammar error, spelling and vocabulary error, and word spacing. The error patterns were different depending on the feedback time and class. The number of writing, grammar, and word spacing errors decreased in the multinational class compared to the Chinese students class. It was found out that feedback accompanied by positive evaluation helps to strengthen their writing skills.
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