The effectiveness of "rewrite" as indirect feedback on writing and the learning outcome in grade seven

Providing feedback in language learning is an essential step in the learning process, but the question has always been what type of feedback and when and how to provide it. Some support the idea of providing direct corrective feedback, while others support the idea of indirect corrective feedback. This study investigated two Grade 7 EFL classes with one operating as the control group and the other as the treatment group; the former received direct correction where the teacher provided the model, and the latter received indirect correction where the teacher indicated the occurrence and location of the error. Then the teacher gave the treatment group their papers back to rewrite them at home and bring them back to get the final grade. Both groups were given pre and post-tests to check their achievement. The purpose of the study was to check whether indirect feedback and "rewrite" as a way of feedback is a better way for language learning than traditional corrective feedback. The results showed that indirect correction contributed more to language learning. Finally, the researcher interviewed the teacher and asked about her experience with the two classes after the implementation of the experiment. She reported that students in the treatment group not only improved their writing, but they became more motivated as a result of the "rewrite".