investigating metacognitive and direct written corrective feedback focused on efl learners' organization and grammatical conventions in computer assissted contexts

The present research examines efl learners in a kind of direct and metacognitive feedback on learners’writing performance and investigates the possible effects of teachers’ feedback on organization andgrammatical conventions in computer-assisted contexts in an english language institute in karaj, iran.the total number of participants was 62 female and male efl learners selected based on a convenientnon-random sampling method but randomly divided into two experimental groups. in the first group,the learners received direct corrective feedback. in the second group, the learners receivedmetacognitive corrective feedback. the writing performance of the students in both groups wascompared in terms of organization and grammatical conventions. the outcomes of the study revealedthat both metacognitive and direct corrective kinds of feedback are influential remedies for the learnersto improve their writing organization and grammatical conventions. however, there are some otherstrategies more influential than either metacognitive or direct corrective feedback while it was provedthrough some other research, including the present one, that these two kinds can have more effect thanthe other techniques.