The best suitable way but yet based on various

biggest question that remained for argument and debate is giving feedback to
learners on their writings. Some researchers believe that giving written corrective
feedback is effective and some claim that it is not. Many experiments have been
done to find out the effects of giving different types of feedback to the
second language learners. The effectiveness of different types of written
corrective feedback has been discussed and studied to find out the best
suitable way but yet based on various studies, there is no concrete and exact
way and method. The level to which ESL learners benefit from written corrective
feedback was debated since Truscott (1996) presented a situation for its closure.
Ten years after Truscott idea, the debate continues, not only because low
information was given on trying efficacy during time but also because studies
that have invested the issue have not always been well designed and have
produced conflicting results (ferries, 2004, 2006)(Bitchener 2008). Many
studies and researches have been done to verify the best way of giving feedback
to students’ writing. The studies claim the different ways and methods of
giving feedback and its effect on second language learners. The aim of this article
is to present the findings that investigated the degree to which written corrective
feedback could help student proficiency in L2 writing and the extent to which
there may be a different effect for different types of written corrective feedback
on students’ writings.






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                             Should second
language teachers put some of their valuable time to correct written works of ESL
students? How teachers correct second language students’ writing? Which type of
correction feedback is suitable for students? How written corrective feedback
can help students to increase their accuracy in further writing? These are the
common and fundamental questions for almost all second language teachers who
try to be the best and most effective writing teachers to help their students
to improve in their second language writing skill. Guentte (2007) pointed out
that one of the reasons for the doubt in the failure to plan written corrective
feedback studies that analytically investigate different types of written
corrective feedback and control for external variables that impact on how
effective the corrective feedback is. One way forward, then, might be for
researches and teachers to systematically identify the various options
available for correcting students’ writing as a basis for both designing future
studies and for pedagogical decision making. (Ellis 2008). The main purpose of
this article is to discuss the importance and effects of written corrective
feedback in writing of second language learners through presenting different
types of written feedback in second language students’ writing production.