This study compared the effects of teacher-provided direct and indirect written corrective feedback and manipulation of resource-directing dimensions of task cognitive complexity along +/- Here and Now condition on the grammatical accuracy of Iranian intermediate EFL learners’ narrative writing tasks. There were 45 participants in the study who were randomly assigned to three experimental group...

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...

The effect of error feedback on the accuracy of output task types such as editing task, text reconstruction task, picture cued writing task, and dictogloss task, has not been clearly explored. Following arguments concerning that the combination of both corrective feedback and output makes it difficult to determine whether their effects were in combination or alone, the purpose of the present st...

The present study aimed to explore whether focused written corrective feedback has any significant effect on improving undergraduate university students’ paragraph writing ability; if so, the study fur- ther sought to demonstrate whether this effect differs within high/low self-regulated learners or not. For the purpose of the study, 60 BA university students wer...

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 ...

Asabasis for a systematic approach to investigating the effects ofwritten corrective feedback, this article presents a typology of the different types available to teachers and researchers. The typology distinguishes two sets of options relating to (1) strategies for providing feedback ( for example, direct, indirect, or metalinguistic feedback) and (2) the students’ response to the feedback ( ...