Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this stud...

Corrective feedback (CF) and its different types have long absorbed many scholars and practitioners. As Ellis (2009) mentioned some experimental studies need to be carefully designed to discover the relative effectiveness of each of these CF techniques. The goal of this qualitative study was to discover whether the employment of different CF strategies could bring about an attitudinal shift. To...

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...

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to promp...

The purpose of the current study was to investigate the effects of direct and indirect correctivefeedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimedto investigate the differential impact of recast and metalinguistic feedback on speakingperformance of EFL learners. To do so, After administering a Nelson test to have ahomogeneous sample a total number of ...

This study is a typological description of written formative feedback in an EFL context in Iran. Twenty M.A. students of TEFL participated in the study. They were required to summarize a scholarly article in each session on which the instructor would provide written corrective feedback (CF). Written formative comments were extracted, coded, and categorized into various types, such as asking for...

Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

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...