Résumé:
ABSTRACT
The present study aimed to find out EFL learners‟ perceptions and attitudes towards the effect of written corrective feedback on their writing skill. To achieve the objective of the study, a descriptive research design was applied, and a mixed questionnaire was conveniently distributed to 100 third year students of English at Mohamed El Bachir El Ibrahimi University in Bordj Bou Arreridj.The numerical data collected using close-ended questions were analyzed quantitatively by frequencies and percentages, while qualitatively data collected using open-ended questions were analyzed thematically. The findings indicated that the participants perceive and feel that written corrective feedback has positive effect on their writing skill. The results also showed that students believe that direct and focused types of feedback can enhance their writing performance especially their grammar, vocabulary, structure and academic style. These results could make a significant contribution to the field of written corrective feedback (WCF), particularly in the context of teaching writing skills. However, further research is still necessary to determine the extent to which WCF can influence learners' writing accuracy and performance.
Keywords: Attitudes, direct feedback, EFL learners, focused feedback, perceptions, writing skill, written corrective feedback.
