How to use Direct and Indirect Written Corrective Feedback in the Teaching of High Students’ English Writing

Writing, as an expressive skill, is a comprehensive manifestation of linguistic pro-ficiency and plays a vital role in English communication. With the rise of the pro-cess approach to teaching, research in the field of English writing instruction has shifted from a focus on outcome evaluation to an exploration of the writing pro-cess, during which teacher feedback, an indispensable part of the process, has at-tracted the attention of researchers. This paper explores the application of two primary forms of written corrective feedback (WCF)—direct and indirect—in the context of teaching English writing to high school students. Drawing upon theo-retical frameworks and empirical evidence, the study examines the effec-tiveness of these two feedback methods in enhancing students' writing skills. Through a comprehensive literature review, and an analysis of existing research, this paper argues that a balanced approach incorporating both direct and indirect WCF can be beneficial for high school students, promoting not only linguistic ac-curacy but also fostering a positive writing environment.