the effect of different types of written cf (direct and metalinguistic) on learners’ output in relation to the targeted structure

The main purpose of this research was to examine the effect of different types of written cf (direct and metalinguistic) on learners’ output in relation to the targeted structure. a group of 45 students in an intermediate level were selected as the research participants. this study employed a pre-test, treatment, post-test, and delayed post-test design, using intact (efl) classes. three different types of instrument were employed during the process of data collection. that is, writing tasks, a reading span test, and a non-word span test. quantitative data will be collected from writing tasks, reading-span tests, and non-word-span tests. one-way anovas utilized to compare the variance between different groups, one independent variable (feedback) with three or more levels (direct, metalinguistic, and control). the findings of the study revealed that written cf was significantly effective in improving learners’s output. ultimately, this study can provide a very clear perspective for corective feedback studies and application of teachers ‘techniques to planning and evaluating such variables in a language learning context such as english language classes.