الفهرس 
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Abstract
The current study was conducted as an attempt to explore the influence of providing direct and indirect comprehensive written corrective feedback on the writing accuracy of Kuwaiti undergraduate students. In addition, it attempted to investigate whether receiving a specific type of written comprehensive feedback had any beneficial or harmful impacts on Kuwaiti undergraduate university students’ writing accuracy. Furthermore, it attempted to explore whether there is any relation between the efficiency of feedback and error type (grammatical and non-grammatical). It also attempted to examine the beliefs of Kuwaiti undergraduate students regarding the overall efficiency of the received types of feedback and the learning impacts of the received types of feedback. Furthermore, the current study attempted to investigate the impact of receiving different types of feedback on Kuwaiti undergraduate students’ motivation. Finally, it attempted to examine the beliefs of Kuwaiti undergraduate university students regarding which type of the provided feedback, direct/indirect is the most effective. The participants of the current research were 134 intermediate Kuwaiti undergraduate students who were registered as students in an English course in a private university in Kuwait. The participants were divided into 5 groups, four treatment groups and one control group. Each treatment group was provided with a different type of treatment. The first group received comprehensive written direct corrective feedback where all the grammatical and non-grammatical errors that appeared in the participant’s writings were underlined and the correct forms were provided. The second group was provided by comprehensive written indirect corrective feedback.