In this study, the researcher tries to examine the effectiveness of direct and indirect error correction in improving L2 writing accuracy of Iranian EFL learners. The participants for this study are 75 Iranian EFL learners, including 35 males and 40 females with an age range of 13 to 18 at upper-intermediate level. The test in the current study is deployed over two testing sessions (pretests and post-tests), each being an error correction test. An examination of the two experimental groups' scores on the posttest revealed that there were no significant differences between direct and indirect written corrective feedback in the writing of Iranian EFL learners. The results of this study can be significant for EFL teachers and learners as it represented an attempt to overcome the shortcomings of the previous studies by investigating the effects of corrective feedback on EFL learners' writing performance as a whole, not just focusing on one aspect of it. The results of the study have some pedagogical implications for language teachers and syllabus designers. Keywords: Feedback, Corrective Feedback, Indirect Corrective Feedback, Direct Corrective Feedback DOI: 10.7176/JLLL/99-03 Publication date:October 31st 202
