Abstract:
This study aimed to compare the effects of two types of feedback on students' writing. 47 EFL students of two writing classes at the university were pretested for their writing ability and 34 of them were matched accordingly. Each of the two classes was randomly assigned to the experimental and control groups. Every week they were given a topic to write on. Both groups were treated alike except for their exposure to the type of feedback they received. The experimental group received teacher correction feedback, while the control group received peer correction. At the end of the term the students were given a posttest. The results of the paired t-test analyses showed that the gains of both groups were statistically significant. However, the dependent t-test analysis indicated that there was no significant difference between the performances of the two groups on the posttest. This indicates that both types of feedback were effective. Therefore, non-teacher feedback which is a less time-consuming type of feedback can be recommended.