Direct Corrective Feedback on Enhancing Writing Skills Among Lower Secondary Education Students at a Public Institution in Zumba

This action research assesses the effectiveness of direct corrective feedback (DCF) on enhancing writing skills among lower secondary education students at a public institution in Zumba during the 2024-2025 academic year. It was focused on four stages: planning, acting, developing, and reflecting. The research instruments used to collect data were a pretest, posttest, questionnaire, and field notes. Both tests were employed to measure students’ knowledge on writing skills before and after the action process. Meanwhile, the questionnaire and field notes documented students’ perceptions towards DCF. The participants of this study were 26 lower secondary students. They were chosen by convenience sampling. The results demonstrated that DCF helps learners to identify mistakes, which leads them to improve their writing production and become competent language users in terms of writing. Future research should incorporate large samples in order to generalize results.