IMPACTS OF INDIRECT FEEDBACK ON STUDENTS’ WRITING IMPROVEMENTS

Abstract

The research aims at identifying the most effective and favorable corrective feedback form among students at pre-intermediate level. Three groups of participants’ had their errors treated differently, using coded feedback, non-coded feedback, and no feedback. Their improvements in writing skill were analyzed by SPSS. Besides, results from other research tools showed that coded feedback was the most effective and highly evaluated form. However, success in revision task did not guarantee error-free subsequent writings.