ندا اوصانلو

This study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions. To do so, 110 female EFL learners, between the ages of 15 and 18, were randomly assigned into four experimental groups to receive four different kinds of treatments, namely product-based instruction with direct feedback, product-based instruction with indirect feedback, process-based instruction with direct feedback, and process-based instruction with indirect feedback. The treatment took 10 sessions. Analyzing the results of the two writing tests (pretest and posttest) showed that direct feedback had significant effects on EFL learners' writing in process-based instruction and product-based instruction but indirect feedback failed to show any significant effect on EFL learners' writing in both process-based instruction and product-based instruction. The results also indicated that direct feedback had significantly better impact on EFL learners writing in the process-based instruction than product-based one.