Abstract The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL students formed a one control and two experimental groups. The focused feedback group was provided with error correction in tenses. The unfocus...

OBJECTIVE This study aimed to explore the content of conversations, feedback style, and perceived usefulness of feedback to trainee surgeons when conversations were stimulated by a tool for assessing surgeons' non-technical skills. METHODS Trainee surgeons and their supervisors used the Non-Technical Skills for Surgeons in Denmark tool to stimulate feedback conversations. Audio recordings of ...

Studies have shown that during the process of Interlanguage development, language learners cannot avoid making grammatical errors in either spoken or written form. Although it is considered as a normal phase, can lower students' confidence to be active EFL class. Accordingly, they need teachers’ appropriate corrective feedback (CF) produce effective communication target language. Thus, consider...

this research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in iranian english undergraduate students’ ability in writing. in so doing, based on a pretest (an opt & a writing exam), 40 subjects were assigned to two homogeneous groups of equal number the subjects in the control group received m...

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...

A computer grammar is described which includes most of the English relative-clause constructions. It is written in the form of a left-to-right phrase-structure grammar with discontinuous constituents and subscripts, which carry such syntactic restrictions as number and verb government category. The motivation for the hierarchy of syntactic choices and for the use of discontinuous constituents i...

Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through in open-ended written tasks (e.g. essays and reports) a complex endeavour that requires students who are motivated identify utilise appropriate information. We set out understand the mechanisms enable interventions work, for whom what contexts. Using realist review researc...

Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) support student learning. One promising WCF method Dynamic Written Corrective Feedback, in which provide unfocused/comprehensive using a coding system coupled with regular rounds of editing on short, in-class student-written paragraphs.
 Purpose. In this study, I explored th...