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The Effect of Explicit and Implicit Corrective Feedback on the Narrative Writing of Advanced Iranian EFL Learners | ||
| The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 2، دوره 4، شماره 2، پاییز 2016، صفحه 15-41 اصل مقاله (819.06 K) | ||
| نوع مقاله: Research Articles | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2018.26273.1075 | ||
| نویسندگان | ||
Dr. Jafar Afshinfar  1؛ Awat Shokouhifar2
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| 1Assistant Professor of TEFL, Department of English, Payame Noor University, Mahabad, Iran | ||
| 2MA in TEFL, Department of English, Payame Noor University, Tabriz, Iran | ||
| چکیده | ||
| 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 administrated the placement test, the participants were assigned into two experimental groups and one control group randomly. Following this phase of the study, the participants in the experimental and control groups were invited to write their first composition as the pre-test of the study. Then one experimental group received explicit corrective feedback and the other experimental group was offered implicit corrective feedback as treatment. The control group, however, did not receive any treatment. Within a time lapse of two weeks, the same procedure was repeated for the second composition which served as the post-test of the study. The results of t-test and covariance revealed positive effects of giving written corrective feedback on the advanced EFL learners' writing. Furthermore, the results highlighted the superiority of giving explicit corrective feedback over the implicit one in written tasks. | ||
| کلیدواژهها | ||
| Explicit؛ Implicit؛ Corrective Feedback؛ Narrative Writing؛ Advanced EFL Learners | ||
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آمار تعداد مشاهده مقاله: 430 تعداد دریافت فایل اصل مقاله: 779 |
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