The present study was conducted to further improve the practice of written corrective feedback by integrating the two known feedback types (i.e. direct corrective feedback and metalinguistic explanation). With this aim, a sample of sixty-nine high-intermediate Iranian EFL learners was assigned into different feedback groups. While the first and second groups received direct and metalinguistic e...

An increasing number of studies have investigated the effects of different types of corrective feedback. However, doubts have been raised whether field (in)dependent (FI/FD) L2 learners benefit differently from the explicit type of corrective feedback (i.e., metalinguistic). This study examined the (possible) effects of metalinguistic feedback on FI/FD intermediate L2 learners’ writing accuracy...

this study aimed at comparing the impact of two types of teacher feedback on iranian efl learners’ writing ability and their verb tense consistency in l2 writing. following the administration of a standardized language proficiency test (preliminary english test), sixty-two participants were selected and were randomly assigned to the control (direct-only correction) and experimental (direct meta...

The present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the...

researchers have suggested that interactional feedback which is between teacher and learner during their writing is associated with l2 learning because it prompts learners to notice l2 forms. this paper reports a classroom-based study that investigated the role of feedback in socio-cultural theory. in this study, 12 efl learners performed on three writing tasks and were provided with a three-st...

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...

This study aimed at comparing the impact of two types of teacher feedback on Iranian EFL learners’ writing ability and their verb tense consistency in L2 writing. Following the administration of a standardized language proficiency test (Preliminary English Test), sixty-two participants were selected and were randomly assigned to the control (direct-only correction) and experimental (direct meta...

English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, researchers have, to date, mainly focused on either of these treatments to enhance language learners’ composing ability. Which treatment leads to more significant improvements is, however, unclear. Moreover, of th...

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...