Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this stud...

Background: The aims of the research that formed the basis of the current study are as follows: Determining methods that are used by teachers for giving feedback in clinical settings. Determining types of feedback, teachers give to their students in clinical settings. Determining barriers of giving feedback and its important teachers’ experience in clinical settings. Methods: This applied res...

this study is an attempt tofind the effect of four types of feedback(direct,underline,code,translation)on the writing performance of iranian learners ofjapanese as a foreign language.in this research,we have tried to suggest new ways of correcting students’writing through giving different kinds of feedback in the process of learning to write.the study focused on the accuracy of using prepositio...

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...

  Having in mind the high level of challenge in writing as a foreign language, this research provided Iranian EFL learners with audiovisual feedbacks as an alternative of common written feedback and focused on its’ meaningfulness in order to provide an incentive medium for the participants and increase their moti-vation. One hundred young adult female learners in addition to six English languag...

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...

this research explores the effects of three computer-mediated feedback modalities, that is, elicitation, recast, and meta-linguistics, on the learning of english participial, gerund, and infinitival phrases among iranian intermediate-level efl learners. the overriding focus of the present study was to investigate whether different types of feedback given through form-focused computer-human exch...