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 ...

Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on (WF) that concerns other areas process Still, thinking these often an under-explored area.
 Purpose. This study aimed explore EFL instructors’ perceptions thei...

Abstract Among a growing body of research that examined the contradictory role written corrective feedback (WCF) in development L2 writing accuracy, this study investigated possible impact focused metalinguistic WCF on discourse markers (DMs) performance an intact group 42 Iranian English as Foreign Language (EFL) learners over eight-week period. In authentic, situated, and personalized learnin...

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 ( ...

This paper reports on a study thatinvestigated Iranian EFL high school students’ perceptions of written grammar feedback to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies. A questionnaire was administered to 100 EFL intermediate high school students who were selected based on their scores on a proficiency test. Moreover, semi-struc...