• Hamzeh Sharifi

  Author

• Sajad Afshari

  Author

The role of corrective feedback (CF), the way it should be implemented and its instructional
value have been among the most controversial issues in second language (L2) acquisition
literature. The present study used a pretest-immediate posttest-delayed posttest design to
investigate the overall effect of direct and indirect focused written CF on the accuracy
development of EFL learners in both revision of the same narrative and two new narratives
reconstructed in the immediate and delayed posttests. The analyses of the data obtained from the
two experimental groups and one control group revealed that though the three groups were
almost equal at the beginning of the study with regard to the targeted structure, i.e., the past
simple, the experimental groups outperformed the control group in all three tests. Further
analyses demonstrated that the direct focused written CF group outperformed the indirect
focused written CF group in pretest and both immediate and delayed posttests. The study
concludes that focused written CF is a useful instructional tool that leads to acquisition of the
corrected forms and supports the provision of written CF in EFL classes.

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