The Effect of Corrective Feedback: A Study of EFL Classroom in Elementary Public School

Abstract

The present study investigates the effect of corrective feedback on the grammatical accuracy of elementary-level English as Foreign Language (EFL) learners in public schools of Central Punjab, Pakistan. Writing is considered one of the most challenging language skills because learners frequently commit grammatical and structural errors during second language acquisition. According to Stephen Pit Corder, learners’ errors are a natural and significant part of language learning because they reflect the developmental process of acquiring a second language (Corder 167). Corrective feedback plays an essential role in helping learners recognize and minimize these errors. The study mainly focuses on two major types of written corrective feedback: direct corrective feedback and indirect corrective feedback. The purpose of the research was to determine which type of feedback is more effective for elementary students with low English language proficiency. The study employed a quantitative experimental research design. Fifty-four eighth-grade students from public schools were selected through purposive sampling and divided into experimental and control groups. The experimental group received direct corrective feedback, whereas the control group received indirect corrective feedback for one month. Data were collected through pretests, posttests, and delayed posttests and analyzed using paired sample t-tests through SPSS software. The findings reveal that direct corrective feedback significantly improves short-term grammatical accuracy among low-level EFL learners. However, both direct and indirect corrective feedback failed to ensure long-term grammatical retention. The study concludes that direct corrective feedback is more beneficial for immediate grammatical improvement in elementary EFL classrooms.
Keywords: Corrective Feedback, Direct Feedback, Indirect Feedback, Grammatical Accuracy, EFL Learners, Elementary Students