@article{2020,title={The Efficacy of Direct Corrective Feedback on Learners at Different Proficiency Levels},abstractNode={It can be straightforwardly asserted that Written Corrective Feedback (WCF) has gained popularity since its existence in language teaching. The study is hence designed to examine the errors of learners from different proficiency levels by giving direct and seemingly unfocused WCF to their errors (word missing), and to determine whether L2 student writers are competent enough not to conduct similar errors again in their further assignments within four weeks’ time. To the present study, seven learners at elementary level and another seven learners at intermediate level were selected with convenience sampling method. They were asked to write their first writing tasks as pre-test, then the treatment was applied to both proficiency levels. Three weeks after the treatment, they submitted the second task (post-test) in the fourth week. Upon correcting the missing words in their two writing assignments via direct WCF and regarding the number of errors by applying quantitative research design and descriptive statistics, the findings were assessed according to direct (non) metalinguistic written error correction developed by Ellis (2009b). The result indicates that no significant benefit could be attained by two groups. However, the learners at intermediate group could achieve to reach higher success when compared with the elementary group referring to their number of errors. Suggestions for further related studies have also been provided for both researchers to consider and teachers to implement in their classes at the end of the study. },author={Zülal AYAR},year={2020},journal={International Journal of Language Academy}}