The Effects of Direct Written Corrective Feedback (WCF) on Language Preparatory School Students` IELTS Independent Writing Section Score

Abstract

A wealth of research has examined the effects of varied types of Written Corrective Feedback (WCF) in Academic Writing courses. However, there has been an ongoing discussion on adopting one of them. In this regard, this study investigated the effects of direct feedback on IELTS Academic Writing Section Score of Foundation English students` over 24 weeks using pre-test and post-test. Considering this aim, 40 students were separated into two groups as control or experimental group through systematic sampling method. Experimental group students were exposed to direct feedback, whereas control group students were engaged in metalinguistic feedback. Each student wrote 6 essays related to IELTS Writing Task 2 regardless of being in control or experimental group. Quantitative data were analyzed by IBM SPSS 23 through independent sample t test and paired sample t test. Independent sample t test and paired sample t test post test results were recorded as .001 respectively, indicating that there were highly significant differences in experimental group. On the other hand, control group progressed to an extent, but it was not as significant as the experimental group. Likewise, the questionnaire and interview analysis show that direct feedback was supported by more students when compared to metalinguistic feedback. Findings of this study may have some insightful points for educators who have been covering or managing Academic English courses at universities globally.