Direct Written Corrective Feedback and Its Role in Developing Writing Accuracy: Implications for the Uzbek EFL Classroom

Abstract

Writing is widely recognised as one of the most cognitively demanding skills in second language acquisition because it requires learners to manage grammatical accuracy, lexical choice, syntactic organisation, and discourse coherence simultaneously (Hyland & Hyland, 2006). Unlike speaking, writing provides limited real-time interactional support, placing greater responsibility on learners to monitor linguistic form independently. In EFL contexts, this challenge is compounded by restricted exposure to English outside the classroom, which reduces opportunities for extended writing practice and meaningful feedback.