فهرست نشریات علمی دسترسی آزاد ایران

This study investigated the effectiveness of indirect written corrective feedback in improving overall writing performance. In this quasi-experimental study, the lessons were carried out on online platforms. Google Classroom, which allows the use of Google documents, was used to assign and collect the weekly writing tasks. The participants were a total of thirty-six Turkish university students enrolled in a General English preparatory class at the School of Foreign Languages at a Turkish University. While the experimental group received indirect feedback through error correction codes, the control group received direct feedback, which is a common and traditional way of providing written corrective feedback. The results indicated that the scores of both groups, regardless of the feedback type, significantly increased from the pre-test to the post-test. However, the findings showed no significant difference between the two groups. It was also seen that the first and the second post-tests were not significantly different in terms of the mean total scores, and both groups retained their gains in the second immediate post-test. Overall, the study results displayed that through written corrective feedback trails, either direct or indirect, the students’ writing performance was developed. The findings also indicated that such trails were useful for improving the level of accuracy in writing performance. The study findings may have certain implications for writing courses in foreign language teaching process. It can be suggested that using corrective feedback in writing courses may boost students’ enthusiasm for producing texts in the target language.