The effect of direct and indirect feedback on the written success of students learning Turkish as a foreign language

In this study, it was aimed to determine the effect of direct and indirect feedback given for the student essays on writing success and the students' opinions about these direct and indirect feedback. The method of this research is an explanatory mixed design. The quantitative data of the study were collected with the pretest-posttest unequal comparison group model, which is one of the quasi-experimental designs. The qualitative data of the research were collected with an interview form for direct and indirect feedback, prepared for the type of feedback students encountered. The sample of the study consists of 37 students studying at B1 level at Bartın University TÖMER. The research was conducted between two B1 level classes. Direct feedback was given to the writing essays of one of these two classes, and indirect feedback was given to the writing essays of the other class. Before starting the study, a pretest was conducted by giving a suitable writing topic for A2 and B1 levels in the first lesson to determine the success of students on writing skills who started B1 level. During a course period (6 weeks), students did the same writing exercises, adhering to the book used in normal course processes. Writing topics, writing duration, and writing criteria were kept the same between classes. The only variable was the type of feedback given to students. The essay topic given to the students at the beginning of the course was given to the students again as a posttest at the end of the course, and the development of the students in their writing skills was tried to be revealed depending on the type of feedback they received. In the qualitative dimension of the research, student opinions regarding direct and indirect feedback were determined. Independent groups t test was used for intergroup comparisons, and paired groups t test was used for intragroup comparisons. Descriptive analysis was applied to the interview forms to determine students' opinions about direct and indirect feedback. As a result of the research, it was seen that the writing success of the group receiving feedback was higher than the group receiving indirect feedback, but the difference was not statistically significant. In the student interviews, it was seen that the group receiving direct feedback was satisfied with the feedback they received, while in the group receiving indirect feedback, there were satisfied students as well as undecided and dissatisfied students.