the long-term efficacy of written grammar feedback (wgf) has escaped rigorous empirical investigation, partly due to its strong intuitive appeal. the few studies that have investigated the long-term effect of grammar correction have failed to find any positive long-term effects for wgf (truscott, 2007). nevertheless, a number of recent studies have reported a positive effect for wgf. the presen...

This study investigated the effect of written corrective feedback (WCF) on accuracy. It focused accuracy in 4 pieces writing over 2 months a group 30 students at Japanese university. No significant was found either for time or type is contrary to findings majority recent research. Possible factors this discrepancy are considered. article discusses possibility that WCF ineffective, least less ef...

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers' self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medici...

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...

To date, controversy among scholars exists on whether or not teachers should react to EFL learners' written grammar errors. This study investigated the effect of three feedback types (i.e., selective, comprehensive, and the one recommended by Truscott (1999), that is, no correction) with regard to possible improvements in accuracy in the writings of a total of 66 elementary EFL learners. It, fu...