The Impact Of Teachers’ Indirect Corrective Feedback On Enhancing Learners’ Writing Accuracy

Résumé: The present study aims at investigating the impact of teachers? indirect corrective feedback on enhancing learners? writing accuracy. It is hypothesized that if teachers use indirect corrective feedback when responding to their students? writing productions, students? writing accuracy will be improved, for this will enable them to correct their errors by themselves. In order to test this hypothesis, data was collected by means of a quasi-experimental design and a questionnaire. The quasi-experiment was carried out with a pre-test and post-test design in which a sample of twenty (20) randomly assigned second year secondary school students at Moufdi Zakaria secondary school participated. A period of treatment took place between the two tests during which students received three writing assignments. A questionnaire, consisting of eleven (11) questions, was administered to secondary school teachers of English to obtain information about their attitudes towards the efficacy of indirect corrective feedback in improving learners? writing accuracy. In the light of the results obtained from the analysis of the collected data, the hypothesis is confirmed by the results of the quasi-experiment and rejected by the questionnaire. It can be concluded that most teachers who answered the questionnaire ignore the importance of indirect corrective feedback. Thus, we recommend that teachers of English opt for this type of feedback, for it enhances learners? writing skill in general and their writing accuracy in particular.

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