The current experimental study attempted to investigate which medium of providing indirect corrective feedback, digital /traditional handwritten feedback, could help Kuwaiti undergraduate university students improve their writing accuracy. Moreover, it attempted to examine Kuwaiti undergraduate studentsʼ preferences regarding the aforementioned mediums of providing written corrective feedback. To reach this end, an amalgamation of qualitative and quantitative methods was utilized.

The subjects of the present study were 75 Kuwaiti undergraduate students who were randomly divided into three groups, two experimental and one control group. While the control group received no feedback, each of the experimental groups received indirect comprehensive corrective feedback via diff erent mediums. The first experimental group received indirect digital written comprehensive feedback via Google Classroom. On the other hand, the second experimental group was provided with indirect handwritten comprehensive feedback. In addition to completing an online survey, all the participants had to generate five writing tasks in twelve weeks.

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