چكيده
The effectiveness of the written corrective feedback has gained much interest among second language acquisition researchers since 1970s. In spite of large body of research, there seems to be no unified agreement on the effectiveness of written corrective feedback in L2 learners' writing. The present study seeks to investigate the effect of explicit and implicit corrective feedback on the narrative writing of Iranian EFL learners with different proficiency levels (Pre - Intermediate & Advanced). In so doing, the study was conducted with 161 pre-intermediate and advance level EFL learners at English language teaching institutes and schools in Mahabad, West Azerbaijan Province, Iran. The sample was selected from among 230 EFL learners by means of Oxford Quick Placement Test (the writing placement test). After the researcher administrated the placement test, the participants were assigned to four experimental groups and two control groups randomly. Then the participants in both experimental and control groups were asked to write their first composition as the pre-test. Only the participants in the experimental groups received the treatment which was explicit and implicit corrective feedback. Then 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 that there seems to be a positive effect of giving written corrective feedback on the pre-intermediate and advanced L2 learners' writing. Furthermore, the results highlighted the superiority of giving explicit corrective feedback over the implicit one in written tasks.
Keywords:
Narrative Writing- Explicit Corrective Feedback -- Implicit Corrective Feedback
