The Short and Long Term Learning Effects of Written Corrective Feedback on the Grammatical Accuracy of Grade Six Students while Learning New Targeted Linguistic Structures

This research examines the short and long term learning effects of written corrective feedback (CF) on the grammatical accuracy of grade 6 students while learning new targeted linguistic structures: the comparative and prepositions of space. The research employs mixed methods: the quantitative and qualitative. This study tries to analyze the current written corrective feedback research. Also, it is an attempt to apply methodologies and extend the findings by using quantitative and qualitative methods and applying insights and paradigms from previous studies. This study is conducted for two main reasons. The first reason generates from the literature review of direct and indirect corrective feedback. Some studied like Venkatesh and Davis (1996) were conducted to explore the positive impact of indirect feedbacks on students’ writing performance. The second reason behind conducting this study is to address a neglected area in literature which is the lack of empirical research investigating the effectiveness of direct and indirect corrective feedback on EFL learner’s short and long term memory regarding new linguistic structures such as the comparative and prepositions of space. The study covers the theoretical discussion of direct and indirect written corrective feedback, its applications, methods, materials, findings, and concludes with a final chapter. It also investigates how students make use of corrective feedback, what difficulties students encounter, and what attitudes students have towards corrective feedback.