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Error treatment is considered as important factor in second language teaching but no importance is given to error treatment in teachers' professional training. In the process of error treatment there has always been confusion about how to correct the errors. Consequently teachers take up error treatment strategies according to their own will, without proper knowledge and training about the error treatment process. In Urdu EFL context too, teachers give response to students' writings just by considering that as a language teacher it is their duty to correct the errors. There are some studies by foreign researchers to find which method of error treatment is more effective but still there is no study in Urdu EFL context to find the effects of error treatment methods especially direct feedback method of error treatment versus indirect feedback method for creating accuracy in L2 writings. This piece of research, therefore, will contribute new implications to second language acquisition, particularly in the area of error treatment by providing a great opportunity for language teachers to review and to reconsider effective ways of teacher responses to various writings.
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