Direct and Indirect Corrective Feedback: Improving 
Grammar Accuracy for University-level Students

Xiaoqian Huang

doi:10.70711/neet.v3i1.6388

Direct and Indirect Corrective Feedback: Improving Grammar Accuracy for University-level Students

Xiaoqian Huang

Abstract

This thesis examines the impact of direct and indirect written corrective feedback (WCF) on university students English grammar accuracy. Through a meta-analysis of five relevant studies, the research aims to bridge the gap between theoretical findings and practical
teaching applications in higher education. The analysis reveals that WCF significantly improves students writing accuracy, with direct and indirect coded feedback proving particularly effective. The study emphasizes the importance of feedback type, student language proficiency, and
feedback timing. Based on these findings, the thesis provides guidance for university English teachers on delivering effective WCF. However,
limitations such as a limited number of analyzed studies are acknowledged, with suggestions for future research directions.

Keywords

Written corrective feedback; Grammar accuracy; Higher education; Second language learners

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References

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DOI: http://dx.doi.org/10.70711/neet.v3i1.6388

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