The main role and responsibility of second language writing teachers is to help learners to write with minimal errors. To do so, teachers need to provide students with appropriate types of feedback. In this research, the researchers examined the effect of post-text written corrective feedback on written grammatical accuracy of Iranian intermediate EFL learners. In the first phase, Nelson Profic...

Corrective feedback has received significant attention in English language teaching, and its role has been highly substantial. Considering the importance of corrective feedback in EFL classes, this study aimed at finding the effects of indirect and gradual CF on Iranian EFL learners' grammatical development and their beliefs toward CF. Twenty EFL learners, meeting the c...

Written corrective feedback (WCF) has been given considerable attention in the past few decades English as a Foreign Language (EFL) writing. However, studies have focused on students’ written works and examined how their writing performance change response to teachers’ comments. This paucity of data from actual is problematic. Accordingly, this study scrutinized eight secondary school reading l...

Computer assisted language learning (CALL) systems are used by people to learn a language. CALL systems have provided a number of advantages for language learning such as their ability to provide consistent and flexible corrective feedback during the learning process. This feedback is expressed as information about what is ungrammatical or unacceptable in a target language. This paper presents ...

The main role and responsibility of second language writing teachers is to help learners to write with minimal errors. To do so, teachers need to provide students with appropriate types of feedback. In this research, the researchers examined the effect of post-text written corrective feedback on written grammatical accuracy of Iranian intermediate EFL learners. In the first phase, Nelson Profic...

This investigation examined the mixed effects of visual input enhancement, explicit instruction, pushed output, and corrective feedback on noticing and intake of English conjunctive adverbs. Participants included 83 intermediate EFL students enrolled in a grammar and writing course. They were assigned to a control group (n = 22), explicit instruction + pushed output + explicit corrective feedba...