Comparing the Effect of Direct and Indirect Written Corrective Feedback on Young Learners Grammatical Accuracy

This study examines the effectiveness of direct versus indirect written corrective feedback on the present simple tense among primary education students. Two groups of 11–12-year-olds completed two writing tasks. One group was given direct feedback, and the other received indirect feedback on their first task. The error rates in the second task were then analyzed and compared with the first one. The results showed that direct feedback led to greater grammatical accuracy. However, students’ motivation and attitudes were found to have influenced their performance, highlighting the need to consider affective factors in future research on feedback efficacy. This study contributes to the limited research on written feedback with young learners and offers practical implications for grammar instruction in primary education contexts.