الفهرس 
Title : The Impact of Two Types of Corrective Feedback on Egyptian EFL Learners’ Written Grammatical Accuracy
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Abstract
This study investigated the effect of two corrective feedback types on the written grammatical
errors of spelling (SP), subject-verb agreement (SV), and punctuation (P), made by intermediate
Egyptian EFL learners. Sixty-eight participants participated in this study. They were divided into
two experimental groups: the coded corrective feedback without a portfolio assessment design
group (CCF) and the coded corrective feedback within a portfolio assessment design group
(PCCF). The PCCF group received coded corrective feedback using portfolio-keeping treatment
throughout their writing course, while the CCF group received coded corrective feedback based
on the error in each writing assignment. This quasi-experiment followed a pretest-treatment-
posttest design in which the mean scores of the participants in the pretest and posttest were
quantitatively computed. Then, the participants in the two groups received a questionnaire to elicit
their attitudes towards using the specific type of corrective feedback they had received. The
findings reflected the effectiveness of the two types of corrective feedback in improving students’
writing accuracy. Although students preferred the coded corrective feedback within a portfolio
assessment design to the coded corrective feedback without a portfolio assessment design, the
study results showed that the CCF group outperformed the PCCF group, confirming the positive
role CCF has in students’ written accuracy. As a result, it is recommended that teachers use coded
corrective feedback without a portfolio assessment design to improve the quality of students’
writing.