The current study investigated whether there exists a differential effect of direct and indirect corrective feedback (CF) on the acquisition of rule-based features (simple present) and item-based features (prepositions). Fifty students enrolled in an EFL writing class were divided into four groups. Each group received one of the following…

This study aimed to investigate the effects of the integration of indirect feedback and concordances on improving grammatical accuracy in Thai EFL undergraduate students' writing and to explore the students' perceptions toward the intervention. Thirty third-year undergraduate students who studied at a government university in Bangkok were the…

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing,…

This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilinguals who learn English as a third language. 39 lower-intermediate Kurdish-Arabic bilingual learners of English were tested on three tests: pre-, post-, and delayed post-tests. The participants were randomly put into three groups:…

The present study provides a report on an experiment seeking the effect of proactive intensive form-focused instruction on the grammatical development of intermediate and advanced Iranian EFL learners. More specifically the aim of the study was to discern (a) whether the grammatical knowledge of Iranian EFL learners at different proficiency levels…

This article aims to uncover how alignment in the continuation task affects second language (L2) learning of English articles. Two classes of 47 Chinese students participated in the study which employed a pretest-treatment-posttest research design and lasted for a period of 20 weeks. One class received the continuation task treatment, during which…

The present study was conducted to compare the impact of direct and metalinguistic written corrective feedback on Iranian EFL learners' grammatical knowledge. The participants were a convenient sample of students in two intact writing classes. The instruction provided in both groups was similar; however, the students in one group received direct…

It is inevitable that learners make mistakes in the process of learning a foreign language. Despite this fact, what is questioned by language teachers is why students go on making the same mistakes even when such mistakes have been repeatedly pointed out to them. Yet, not all mistakes are the same and sometimes they seem deeply ingrained, but at…

This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the…

This article reports on an 8-week study that investigated the differential effects of two written corrective feedback (CF) options on 92 low-intermediate EFL students' explicit and implicit knowledge of English articles and the extent to which language analytic ability might influence the effect of written CF. The study used a…

Written corrective feedback (WCF) has been a long time practice in L2 writing instruction. However, in many cases, the effects are not satisfactory. There have been controversies about it both theoretically and empirically. This paper reports a multi-case study exploring individual differences that impact learners' responses to WCF. Four students'…

Corrective feedback (CF), the implicit or explicit information learners receive indicating a gap between their current, compared to the desired, performance, has been an area of interest for EFL researchers during the last few decades. This study, conducted on 139 English-major prospective EFL teachers, assessed the impact of two CF types…

This paper investigates the influence of three factors on pronunciation accuracy of Chinese adult foreign language learners. Ten target sounds including phonemes and syllables are included in the pre-test, an analysis of which shows that the mispronunciation of the randomly chosen target sounds mainly results from L1 negative transfer. It is…

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in…

This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners…