The Impact of Indirect Written Corrective Feedback on the Writing skill of Iranian Female Intermediate Field-Dependent Versus Field-Independent EFL Learners

The purpose of this study was to investigate the impact of indirect written corrective feedback on the writing skill of Iranian female intermediate field-dependent and field-independent EFL learners. For this purpose, 60 out of 80 female students were selected as the participants of this study after being homogenized by the PET-test. They were from two branches of English language institutes (Ostureh) in Tehran, Iran. They were given the GEFT test in order to identify their field-dependency or field-independency. Then, the participants were divided into two groups of experimental group (N:30) and control group (N:30) and both groups took a pretest of writing. Then, the experimental group received indirect written corrective feedback and the control group received traditional feedback (direct feedback, oral feedback, etc.). After 15 sessions of treatment, a posttest of writing was administered to both groups. Then the papers were scored by two raters. The statistical analyses of the data cleared that both FD and FI students in the experimental group, in comparison to FD and FI students in the control group, achieved better results in their writing skill development. Moreover, the comparison between FD and FI learners development on writing ability in the experimental group demonstrated that the FI participants achieved more progress than the FD ones.