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Differential Effects of Explicit and Implicit Corrective Feedback on EFL Learners' Willingness to Communicate
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Tavakoli, Mansoor; Zarrinabadi, Nourollah – Innovation in Language Learning and Teaching, 2018
This sequential explanatory mixed methods study aimed at investigating the effect of explicit and implicit corrective feedback on Iranian English language learners' (EFL) L2 willingness to communicate (WTC) in English. Explicit and implicit corrective feedback were given to groups of low-intermediate Iranian EFL learners to see their effectiveness…
Descriptors: Foreign Countries, Second Language Instruction, Second Language Learning, English (Second Language)