THE EFFECT OF IMPLICIT VS. EXPLICIT CORRECTIVE FEEDBACK ON IRANIAN ELEMENTARY EFL LEARNERS’ PARAGRAPH WRITING ABILITY

Nasim Nourbakhsh, Majid Pourmohammadi

Abstract


This research tried to compare the probable effects of two different kinds of corrective feedback (explicit and implicit) on Iranian elementary EFL learners' paragraph writing ability. The participants were 30 English elementary foreign language learners who were studying EFL at Iran Language Institute (ILI) in Lahijan, Iran. They were all native speakers of Persian. The study groups both included girls aged 12 to 14. In order to make sure that all the participants were at the same English proficiency level, Face to Face Written Placement Test was organized. The pretest-posttest nonequivalent-groups design which is a subcategory of quasi-experimental designs was utilized in this study. Each group included 15 participants. All of the participants in each group have expected to write a paragraph as the pretest and after treatment sessions they were required to write another paragraph as the posttest of writing. The findings showed the superiority of explicit feedback over implicit feedback during the procedure of the research.

 

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explicit feedback, implicit feedback, paragraph writing

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References


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