Siad, AyaAzeroual, Djihed2020-12-152020-12-152020http://hdl.handle.net/123456789/9569The current research is a descriptive study that aims at investigating EFL teachers' and students' attitudes towards the effectiveness of indirect written corrective feedback in promoting autonomous learning. In doing so, it is hypothesized that EFL teachers and third-year EFL students agree that indirect written corrective feedback have a positive impact on students' autonomous learning. In order to fulfill the aim of this study, an online questionnaire is administered to twelve teachers of written expression and forty third-year English students at Larbi Ben M'Hidi University, Oum El Bouaghi. The findings obtained from both questionnaires demonstrated that the majority of teachers and students acknowledge the significance of utilizing indirect WCF in enhancing students' autonomy in learning. Accordingly, the findings drawn from this study have confirmed the above mentioned hypothesis.enForeign languageLearner autonomyIndirect written corrective feedbackOther