oral corrective feedback, according to many researchers’ points of view, plays a crucial role in facilitating and accelerating the process of the second language learning. the present study aims to identify persian learners’ error types, the teachers’ feedback types and learners’ uptakes; also it is aimed at determining the most and least frequent errors occurred on the basis of lyster and rant...

An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms WCF. Thus, study first investigated the role WCF students’ writing achievement; it then if there a statistically significant difference in achievemen...

L2 written corrective feedback has been investigated from different perspectives in SLA research (e.g. Ahmadian & Tajabadi, 2015; Bitchener & Knoch, 2010; Ferris, 2006). Taking the cognitive and sociocultural paradigms into account, the aims of the current study are twofold: Firstly, it attempts to find if corrective feedback is effective in improving the linguistic accuracy of L2 learners' ten...

This study focuses on Saudi teachers’ motivations regarding their choice of oral corrective feedback (OCF) forms, such as recasts, elicitations, and metalinguistic in foreign language (FL) contexts. Many previous studies choices OCF for these choices, have been conducted more communicative contexts where recasts are most commonly used, with the aim keeping communication going. The current study...

Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate learners’ preferences emotions about oral with a specific focus on gender grade level at secondary education Turkey. Quantitative research methods were used reveal findings. 664 learners participated two different state high schools Ankara, Mann-Whitney U...

This study compared the effects of teacher-provided direct and indirect written corrective feedback and manipulation of resource-directing dimensions of task cognitive complexity along +/- Here and Now condition on the grammatical accuracy of Iranian intermediate EFL learners’ narrative writing tasks. There were 45 participants in the study who were randomly assigned to three experimental group...