Argudo Serrano, Juanita CatalinaVillavicencio Reinoso, Jorge Mauricio2023-11-302023-11-3020212222-1735, 2222-288Xhttp://dspace.ucuenca.edu.ec/handle/123456789/43467https://iiste.org/Journals/index.php/JEP/article/view/56338/58179This quasi-experimental study set out to explore the effects of direct focused feedback and no feedback on run-on sentences, sentence fragments, and noun-pronoun agreement errors in A2 writing tasks of EFL students at Universidad de Cuenca, Ecuador. The study comprised 39 participants divided into a treatment (n=20) and control group (n=19). The feedback strategies were applied on 6 different tasks, and the first and last task were used as the pre- and posttest, respectively. After tallying the number of errors in the pre- and posttest, a statistical analysis was run. The results indicated that direct focused feedback, unlike the control group, produced significant changes in terms of run-on sentences and sentence fragments.es-ESEFLDirect focusedFeedbackFragmentsRun-onsNoun pronoun agreementWritingEffects of direct focused feedback and no feedback on run-on sentences, sentence fragments, and noun-pronoun agreement errors of EFL tertiary studentsARTÍCULO10.7176/JEP/12-14-03