This article presents the results of the comparison between two different Written Corrective feedback (WCF) techniques to 60 low-intermediate EFL students in Karaj, Iran. Assigned to 2 groups, the participants on one group received the direct red pen technique, whereas the participants on the other group received an indirect technique. The participants produced three pieces of writing (pre-test, immediate post-test, and delayed post-test). Simple past tense errors were targeted in the feedback. The study found that the indirect feedback group outperformed the direct feedback group on both immediate post-test and delayed post-test.
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Elham Eslami (2014) studied this question.
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