Written Corrective Feedback has been one of the most controversial topics (Waller, 2015), and it has been researched extensively. Still, the lack of research among Kurdish EFL learners made it necessary to conduct the current research. This study focuses on investigating learners’ perceptions of written corrective feedback and its types. It attempts to answer what the Kurdish EFL learners’ perceptions of written corrective feedback are, and what types of written corrective feedback among Kurdish Learners are preferred. Answering these questions is significant as the results can be used by both teachers and learners to improve learners’ writing accuracy. A survey questionnaire was distributed to collect data. After analyzing data, the results reveal that most Kurdish EFL participants were not fully aware of WCF and its effectiveness as a learning tool. However, they still expected their writing teachers to provide them with WCF in writing tasks. Also, the results indicate that Kurdish EFL learners preferred two types of WCF: explicit and implicit WCF. Hence, the results have many pedagogical implications for writing teachers and learners. Firstly, it shows how EFL learners from other countries and contexts perceive WCF, and secondly, results encourage writing teachers to give more attention and value to WCF.
The Effect of unfocused direct and indirect written corrective feedback on the implicit and explicit grammatical knowledge and writing accuracy of Iranian EFL learners
