Abstract
The present study attempts to investigate the effects of teachers’ use of direct and indirect feedback on learners’ writing English argumentative essays in a context of the Mekong Delta. To achieve the aim of the study, 60 English high school teachers who participated in a 12-week- training course on English improvement. Direct/ Indirect feedbacks were used so as to affect the quality of writing argumentative essays. Feedback delivery centered on content, organization, grammar and spelling. The result showed that the learners benefited more from feedback on content and organization than feedback on grammar and spelling. The questionnaires result also showed that the learners had better attitudes on teacher’s feedback which focus on organization and content rather than feedback on grammar and spelling. Furthermore, the learners from the interviews presented their positive attitudes towards teacher’s feedback, either direct feedback or indirect feedback. The interviewees agreed that their writing argumentative essays’ abilities had significantly improved in the content and the organization after joining in the training course.
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