Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students

An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms WCF. Thus, study first investigated the role WCF students’ writing achievement; it then if there a statistically significant difference in achievement between groups received direct and indirect forms. To end, quasi-experimental research design involving three intact first-year classes from university found northwest Ethiopia used. Two experimental one comparison group learners were participants study. Test scores analyzed by analysis covariance (ANCOVA) revealed has an influential enhancing performance. Moreover, showed accompanied metalinguistic explanation outperformed their counterparts paragraphs. Based on study’s findings, possible conclude provision Ethiopian context; moreover, benefit more using linguistic structures correctly explanations accompany