摘要：Giving corrective feedback has always been a salient feature of the teaching profession including the teachers of EFL writing. The relationship between learner and different types of the feedback he/she receives can be central to fostering autonomy, too. Thus this study aims to compare the Iranian EFL learners` writing ability and their autonomy when receiving two different corrective feedback in writing: Retrospective vs. prospective corrective feedback. For this purpose, forty two Iranian intermediate-level EFL learners aged 16-19 years old were chosen. During ten treatment sessions writings of retrospective group were corrected, lists of frequent errors were then presented to the learners. The frequent errors identified from the writing of retrospective group were highlighted for the prospective group prior to their writings. Their performance measured by a per-test and post-test revealed that the participants led by the prospective corrective feedback outperformed the retrospective group, but showed no significant promotion in their autonomy in learning.
