This study examines
the implementation of Written Corrective Feedback (WCF) in undergraduate EFL students’ thesis
writing at a university in Surakarta. Using a qualitative case study approach,
it explores the types and strategies of WCF and students’ perceptions of its impact
on their revisions. Findings show that WCF helps students improve grammar,
structure, and academic writing. Still, some struggle with unclear feedback,
leading to confusion. Students receive direct focused feedback (explicit
corrections), indirect focused
feedback (highlighting errors),
and indirect unfocused feedback (addressing multiple errors). Direct
feedback is the most effective,
while indirect feedback
encourages self-correction but may
require clarification. Online feedback
also presents challenges due to limited
explanations. Analyzed through behaviorist theory and Ellis’s
(2009) WCF framework, this study highlights the importance of structured feedback
and suggests combining direct and indirect strategies to enhance thesis
writing. Future research
should explore WCF’s long-term impact and the role of
technology in facilitating feedback application.
