فاطمه پور ابراهیم

Given the significant role of corrective feedback and individual differences in the process of foreign language acquisition, in the present study, we set out to investigate the effect of direct and indirect corrective feedback on impulsive and reflective EFL learners’ writing accuracy. Sixty learners were selected and randomly assigned to three groups including two experimental groups and one control group. The first experimental group received indirect feedback, the second experimental group received direct feedback, and the control group received no feedback. The instrument employed in this study to determine the impulsivity or reflectivity of the participants was Barratt's impulsiveness scale. Writing accuracy was scored by the scale provided by Karim and Nassaji. The results revealed that both direct and indirect corrective feedbacks were effective in reducing the written errors of all the earners. Moreover, no significant difference was found between direct and indirect corrective feedback in terms of increasing writing accuracy. Although there was no significant difference between the impulsive and reflective learners’ performance, the mean scores showed that the latter seemed to benefit more from the indirect type of feedback while their counterparts showed better performance after receiving direct feedback. The findings have implications for EFL teachers and learners.