this research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in iranian english undergraduate students’ ability in writing. in so doing, based on a pretest (an opt & a writing exam), 40 subjects were assigned to two homogeneous groups of equal number the subjects in the control group received m...

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...

Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through in open-ended written tasks (e.g. essays and reports) a complex endeavour that requires students who are motivated identify utilise appropriate information. We set out understand the mechanisms enable interventions work, for whom what contexts. Using realist review researc...

Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) support student learning. One promising WCF method Dynamic Written Corrective Feedback, in which provide unfocused/comprehensive using a coding system coupled with regular rounds of editing on short, in-class student-written paragraphs.
 Purpose. In this study, I explored th...

Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

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 ( ...