چکیده (انگلیسی):

Debate about the value of providing corrective feedback on L2 Writing has been outstanding in recent years
as Truscott, denied the effect of written corrective feedback and mentioned that feedback cannot be helpful, some others
favor a role for written teacher feedback, the result of this study firstly showed that generally feedback is a helpful
strategy in nature. The current study aimed at finding the effect of two different types of feedback (evaluative and
formative) on students writing performance. This study has been conducted with 60 pre-intermediate English students
who were selected by a placement test (first writing draft). The participants were divided into three groups of 20 students.
Group one received direct (Evaluative) written corrective feedback; group two on the other hand received indirect
(formative) type of feedback; group three received no feedback. Each participant completed four 120 word writing tasks
during the 10 week period. Results showed that regardless of the type of linguistic error, groups that received formative
and evaluative feedback were more successful than group that received no feedback, However the result of the present
study confirmed that both evaluative and formative feedback were effective but the result also revealed that evaluative
feedback follows more regular pattern of improvement and conclude that although formative feedback, based on its
nature, raise the level of awareness among student writers, it may also cause confusion, on the other hand Iranian low
proficiency student writers prefer the clarity of evaluative feedback which directly addresses their errors.