Abstract
The study analyzes the problem of providing corrective feedback in studying a foreign language at the university as one of the types of feedback between a teacher and a student. The article regards feedback as a way of correcting students’ mistakes in executing control. The paper offers a characteristic of written feedback, identifies its various types and subtypes in terms of their specific characteristics and efficiency of use. Various approaches to the correction of students’ mistakes in writing and speech are analyzed. Particular attention is devoted to the conditions of giving effective feedback. The conducted experimental study of the effectiveness of different types of written corrective feedback between a teacher and a student in the process of foreign language learning concludes that indirect written corrective feedback proves more effective since indirect feedback requires greater participation of the students and their active involvement in the learning process.