Authors:

Rasouli, F., Awada, Gh. M., & Azizi, D. B.

Published in:

Journal of Positive School Psychology, 7(4), 62-90

Abstract:

This mixed-methods study examined the impact of different types of written corrective feedback (WCF) on the writing proficiency of high and low anxiety English as a foreign language (EFL) learners. Results showed that direct corrective feedback had no significant effect on the writing proficiency of high- and low-anxiety learners. However, the low-anxiety indirect CF group performed better than the direct CF group in the writing posttest. The study's pedagogical implications highlight the need for integrating feedback instruction into EFL writing teaching to enhance proficiency and decrease anxiety.

Keywords: Corrective Feedback, High and Low-Anxiety, EFL Writing, Learner Feedback Preferences