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<p style="text-align:justify;">The present study peruses EFL learners in a kind of process-product&nbsp;approach in writing and investigates the possible effects of teachers’ direct&nbsp;and indirect corrective feedback in four English language institutes in&nbsp;Isfahan, Iran. Four groups of intermediate students participated as a case in&nbsp;this study. The total number of participants was 120 female EFL learners selected&nbsp;based on a convenient non-random sampling method but randomly divided into four&nbsp;experimental groups. In the first group, the product-based approach was used to&nbsp;teach writing, and the learners received direct corrective feedback. In the&nbsp;second group, again product-based approach was used to teach writing, and the&nbsp;learners received indirect corrective feedback. In the third group, the writing&nbsp;was taught using a process-based approach, and the learners received direct&nbsp;corrective feedback, and in the last group, the learners received indirect&nbsp;feedback in process-based writing. The writing performance of the students in&nbsp;all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests&nbsp;revealed that the process-based approach through which direct feedback was&nbsp;provided was more effective than other teaching writing approaches.</p>

Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing

Original Research 

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