This study examined the role of error-type and working memory (WM) in effectiveness direct-metalinguistic indirect written corrective feedback (WCF) on self error-correction first-language writing. Fifty-one French first-year psychology students volunteered to participate experiment. They carried out a task after receiving WCF typographical, orthographic, grammatical, semantic errors. Results i...

The role of oral corrective feedback has been investigated by SLA researchers from various perspectives. Focusing on Iranian EFL context, the present study aimed to explore the role of receiving corrective feedback in the learning of English grammatical structures. It also probed the association between the type of corrective feedback and EFL learners’ learning styles. This was an experimental ...

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...

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...

Abstract This research has aimed to examine the feedback effects between economic growth and environmental degradation through health that is one of human capital elements and also the consequences of such these relationships on economic convergence process during the period 1990-2013 for 60 developing countries in framework of simultaneous equations model by using unbalanced panel data analysi...

This research aims to assess the efficacy of electronic feedback (e-feedback) and traditional oral on undergraduate students’ English writing over 12 weeks teaching. Three treatment groups were involved: Asynchronous written e-feedback through Microsoft Word Track Changes; teacher–student metalinguistic conferencing; no control group. Two grammatical features (i.e., conjunctions articles), most...

Abstract The extent to which teachers’ written corrective feedback (WCF) is conducive to ESL learners’ improvement has been discussed since Truscott’s claim in 1996. The mentioned debate continues because there has been lots of contrastive research studies with different results. This paper presents the results of a 2-month study of the effectiveness of WCF to 65 low intermediate Iranian learne...

Abstract The extent to which teachers’ written corrective feedback (WCF) is conducive to ESL learners’ improvement has been discussed since Truscott’s claim in 1996. The mentioned debate continues because there has been lots of contrastive research studies with different results. This paper presents the results of a 2-month study of the effectiveness of WCF to 65 low intermediate Iranian learne...

This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were c...