The role of written corrective feedback provision in enhancing learners' writing capacities

Abstract EN

Writing has a central position in the field of EFL composition research.

therefore, student writers have to work harder to develop their writing capacities.

this development is assured through effective instruction and guidance and more particularly, error feedback.

in fact, this issue is very controversial among researchers as some of them argued for its ineffectiveness claiming that it is harmful and it should be abandoned.

others however, have completely different views pointing out that written feedback is helpful in developing the writing skill.

the present paper is an attempt to investigate the effectiveness of the written corrective feedback (WCF) provided by teachers of English at el-Oued university, Algeria, to the students' writing and questioning the type and effect of feedback being written.

the hypothesis which is put forward in this research states that WCF does have a positive effect on the students' writing abilities when it is delivered during the process approach.

the research makes an experimental study, in which WCF is delivered to students' first drafts and then giving them the opportunity to revise and write a second draft.

the findings of the research have clearly shown, via the analysis of WCF, that students' errors have been considerably minimized which indicates that an improvement has been taken place.

the research has had some important implications for EFL writing teachers especially in developing their own techniques in providing appropriate and thorough feedback which entails time and effort on the teachers' part and which ultimately will assist student writers in enhancing their writing abilities.