ACCURACY AND FLUENCY OF EFL LEARNERS' WRITING: COMPARATIVE EFFECTS OF DYNAMIC WRITTEN AND DIRECT CORRECTIVE FEEDBACK

the present study attempted to investigate the possible effects of dynamic written corrective feedback (dwcf) and direct corrective feedback (dcf) on efl learners' writing qualities of accuracy and fluency. Sixty-one efl learners were non -randomly selected and assigned into two groups of participants. After taking pet as the pre-test, dwcf group received the innovativeerrorcorrectionstrategy instructions, while dcf group received the conventional feedback on their writing assignment. After enduring the treatment sessions, participants took part in writing post-test. The null hypotheses 1 and 2 in this study which assumed that the dwcf had no impact on efl learners' writing accuracy and fluency were successfully rejected due to improvement of both writing accuracy and fluency. Null hypothesis 3 was rejected since dcf had a significant effect on efl learners' writing fluency. However, null hypothesis 4 which assumed that dcf had no impact on writing accuracy was not rejected. Null hypothesis 5 was sustained as there was no significant difference between the impact of dwcf and dcf on writing accuracy. Finally null hypothesis 6 was rejected to support any significant difference between the impact of dwcf and dcf on writing fluency. Some implications for 'teaching in efl contexts concluded this study.