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...

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 seeks to investigate the effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. In so doing, the study was conducted with 76 advanced EFL learners from 3 intact classes at an English language teaching institute in Iran. The sample was selected from among 92 learners by means of Oxford Quick Placement Test. After the researchers ...

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...

Over the last few years, the realm of foreign language learning has witnessed an abundance of research concerning the effectiveness of corrective feedback on the acquisition of grammatical features, with the study of other target language subsystems, such as pronunciation, being few and far between. In order to bridge this gap, the present study intended to investigate and compare the immediate...

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...

recent interaction studies havefocused on the relationship between interactional feedback and l2 development.despite the large body of knowledge in this regard, few studies have examinedlearners’ preferences for interactional feedback. besides, different findingshave been reported concerning learners’ preferences for feedback and none hasexamined the factors accounting for the variation in the ...