Abstract
The present study was conducted to investigate the effect of direct and indirect corrective feedback types on a group of EFL learners’ writing achievement. It also aimed at investigating their views on these feedback types. The participants of the present study included 40 preparatory school students studying English at a state university in Turkey. The writing instructor, also the researcher of the current study, provided the participants with both direct and indirect corrective written feedback types which were investigated in this study. The study adopted a pretest - posttest design to measure the effects of direct and indirect CF types. The overall findings of the current study revealed that the participants who were provided with direct corrective feedback attained higher test scores compared to the indirect corrective feedback group participants. The participants also mentioned a number of benefits for the feedback types they received during their writing courses.
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