Abstract

The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a16-week study. For the purpose of current survey eighty students enrolled freely where they were randomly assigned into two equal treatment groups. Core components of the treatment included having students write a 250-word composition each session, and having teacher provide students with corrective feedback on their writing, and encourage students to apply what they learned in subsequent writing using feedback. According to the statistical index, the study found that CF often facilitates the student’s ability to identify the existence of an error. Furthermore, the results also revealed that error feedback on form in the form of direct feedback is more beneficial than indirect feedback especially for proficient learners.

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