Abstract:

This study investigates the impact of indirect corrective feedback (ICF) and indirect metalinguistic corrective feedback (IMCF) on the development of grammatical accuracy in English as a Foreign Language (EFL) writing within a virtual learning environment. A mixed-methods quasi-experimental design was implemented with 60 university students enrolled in an English language course. Participants were assigned to two experimental groups—one receiving ICF and the other IMCF—and a control group that received general comments. Data collection instruments included a pre-test, post-test, delayed post-test, five writing tasks, and reflective journals. Quantitative analyses examined gains in accuracy and error repair, while qualitative analyses explored learners’ perceptions through thematic content analysis.

Preliminary findings indicate that IMCF yields greater improvements in grammatical accuracy and more effective error repair than non-metalinguistic ICF. Students in both experimental groups also demonstrated enhanced self-correction abilities and sustained progress in the delayed post-test. Additionally, reflective journal analysis shows that learners perceive metalinguistic feedback as more beneficial for long-term writing development, although some reported difficulties understanding the metalinguistic cues.

Overall, the results suggest that indirect corrective feedback incorporating metalinguistic elements promotes self-regulated learning and fosters greater grammatical accuracy in EFL writing. This study contributes to the field of English language teaching by providing empirical evidence on effective feedback practices in virtual learning contexts. It underscores the value of structured, indirect feedback for supporting learner autonomy and improving writing outcomes. Furthermore, the findings advocate for the integration of IMCF in online writing instruction to optimize student engagement and enhance learning results. By highlighting the central role of feedback in language development, this research offers meaningful insights for instructors seeking to strengthen virtual pedagogical practices and advance students’ writing proficiency in higher education settings.

Keywords:

Technology, EFL writing, Written corrective feedback.