EFFECT OF DIRECT AND INDIRECT FEEDBACK ON URDU EFL LEANERS AT GRADUATION LEVEL

Abstract

This study was conducted to find out the effects of direct and indirect feedback on EFL learners having Urdu as mother tongue at graduation level. For this purpose 60 students were selected randomly at Govt. Post Graduate College Bahawalnagar, Pakistan and then from those 60 students, a sample of 34 students was taken. The sample was divided into two equal groups (Experimental and Control). A pre-test of both groups was taken separately and their errors were counted carefully. Control group was treated as indirect feedback group and experimental group was treated as indirect feedback group for two weeks by delivering lecture of one hour daily. After two weeks, a post test of both groups (Experimental and Control) was taken and their errors were once again counted carefully. After analyzing the errors, it was found that direct feedback was more useful to correct the errors of Urdu EFL learners at graduation level. Furthermore, the findings of questionnaire were also claimed that direct feedback was more beneficial to minimize the errors of Urdu EFL learners in Pakistan.