Abstract
The purpose of this paper is to investigate the effect of different types of feedback (direct correction, stamping, underlining) on the development of EFL learners' writing ability. The subjects (2nd-and 3rd-year junior high and 2nd-year senior high students) participated in the four-month program in which they wrote six in-class essays with different feedback. The results show that there was a significant relationship between feedback types and learners' grades. Especially direct teacher correction, which was found to be no more effective than the other feedback methods in the case of junior-high subjects, showed a significant difference in effect for the group of senior high students.
