The aim of the current study was to investigate the impact of indirect feedback on improving Iranian EFL learners’ writing accuracy. Self-correcting and self-editing strategies were utilized as the two major criteria for assessing Iranian students' writing accuracy. To conduct the study, 51 pre-intermediate learners majoring in English literature at Urmia University were selected as the participants of the study. Then, the participants were randomly assigned to three groups, i.e. indirect coded feedback group, indirect non-coded feedback group, and control group. The learners in all groups were then required to write a composition and self-correct its second draft based on the feedback received from the instructor (control group received no treatment). Next, the participants were involved in a third writing task in which they were supposed to self-edit their writings. The final analysis of the obtained data through running independent samples t-test and ANOVA revealed that indirect feedback had a significant effect on improving Iranian students' writing accuracy. Indeed, both experimental groups were found to have acquired more self-correction ability than the control group. Outcomes also revealed that indirect coded feedback group had more self-editing ability than indirect non-coded feedback and control groups. Finally, indirect coded and non-coded feedback groups showed differential self-editing ability in the third draft.
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