consciousness-raising through written corrective feedback: the case of marked third person -s

this study examined and compared the effects of consciousness-raisingwritten corrective feedback in 2 newly-developed levels in terms of marked thirdperson -s acquisition. nine elementary level intact classes, including 191 malelanguage learners within the age range of 11-14 at iran language institute, weretaken as the participants. relying on the participants’ placement test results,previous term scores, and a pretest to measure their knowledge of marked thirdperson -s, 62 participants in 3 groups were selected to take part in this study. then,they were assigned into 2 experimental groups treated differently through (a) writtenpronoun prompt and (b) visually enhanced reformulation for the first 20 min of 6consecutive sessions over 1 month. no feedback was given to the control group.two parallel pretest and immediate posttest were used as the instruments. thefindings based on ancova, and the t tests showed that the written- pronounpromptgroup outperformed the visually enhanced reformulation one.