exploring the effect of focused direct and metalinguistic written corrective feedback on the writing accuracy of iranian efl learners

In spite of extensive research concerning written error correction, more research is needed to demonstrate its effectiveness in improving l2 writing. due to this gap, the current study examined the effect of focused direct and metalinguistic types of written corrective feedback on the writing accuracy of students' new compositions. therefore, through the random matching technique, 75 english language learners selected from a statistical pool of 450 participants were placed into two treatment groups and one comparison group to receive the intended treatment. to determine if the treatment had improved the learners' writing accuracy, a writing test was administered. it was shown that the students of both treatment groups improved their writing accuracy with respect to both treatments and the results did not indicate any significant difference between the two kinds of treatment. several implications for teachers regarding their use of appropriate types of written error correction are presented as a conclusion of the study.