The Effect of Direct and Indirect Corrective Feedback on Elementary Students’ Academic Achievement in Urdu Language

Abstract

This quasi-experimental study investigated the comparative effectiveness of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on elementary students’ Urdu language achievement. Despite Urdu’s central role in Pakistan’s curriculum, little empirical research has explored feedback mechanisms that improve students’ writing performance. A sample of 107 students from a public school was divided into three groups: DCF (n = 32), ICF (n = 35), and a control group (n = 40). Over six weeks, the experimental groups received systematic written corrective feedback, while the control group received general comments without corrections. Pre- and post-tests based on the Single National Curriculum (SNC) assessed achievement using a validated rubric (α = 0.82). Statistical analyses (paired-sample t-tests and one-way ANOVA) revealed significant improvement in all groups (p < .001), with DCF yielding the highest mean gain (M = 24.67, d = 2.64) compared to ICF (M = 20.93, d = 2.31) and control (M = 9.80, d = 1.14). The ANOVA confirmed that feedback type significantly influenced learning outcomes (F(2,87) = 21.13, p < .001). The findings affirm that DCF promotes greater linguistic accuracy and retention, while ICF fosters gradual self-correction. The study recommends incorporating structured feedback strategies into Urdu instruction to enhance learners’ accuracy, engagement, and reflective writing practices.