The present study compared the effects of direct and indirect written corrective feedback (CF) on the accurate use of simple present tense for describing daily routines. Written assignments of secondary school EFL (English as a foreign language) learners, enrolled in the 6th grade of a Turkish secondary school, were investigated during a period of two months. The experimental study included pretest, treatment, immediate posttest, and delayed posttest sessions. There were two experimental groups and one control group whose treatments comprised direct, indirect, and no written CF. Results indicated that the group receiving indirect CF outperformed the groups receiving direct CF and no CF on the delayed posttest.
Corrective feedback, direct feedback, indirect corrective feedback, written corrective feedback, english as a foreign language, error correction