this study investigated the effects of two types of written feedback – direct corrective feedback (dcf) and metalinguistic explanation (me) - on iranian efl learners’ implicit and explicit knowledge of english definite and indefinite articles. assigned to three groups of dcf, me, and control groups, the participants took four tests in three testing phases: pretest, posttest, and delayed posttes...

Written corrective feedback (WCF) has long been debated in language learning, with questions raised about its efficacy the classroom. The use of WCF is important process learning since it benefits both educators and learners. This study aims to investigate types implemented an English primary classroom Selangor, Malaysia, explore beliefs practices 6 teachers 30 students towards WCF. Data was co...

The current study aimed to find out English as a foreign language (EFL) students’ beliefs about the usefulness of corrective feedback in cooperative learning (CL) environment. This was qualitative research which narrative approach used. emphasises each student’s experiences with CL strategy. data were collected using interview questions instrument. researchers had close observation, prepared no...

the present study investigated efl teachers’ beliefs about oral corrective feedback (cf), their cf-provision practices across elementary and intermediate levels, and their beliefs-practices correspondence. to this end, the researchers conducted a semi-structured interview with the teachers and went on an overall forty-hour observation of their classrooms across both levels. the findings reveale...

this study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among iranian efl learners through immediate uptake and retention. five classes were randomly categorized into four experimental groups and one control group, each with 18 in...

This study addresses the impact of 2 types of written corrective feedback (WCF) on the acquisition of the third person singular -s in English. The study followed a quasi-experimental design: 2 experimental groups and 1 control group that included 57 preservice teachers from a Chilean university. The experimental groups underwent a treatment based on the provision of direct metalinguistic feedba...