抄録
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.
