Lida Zarearsanjani - Department of English Language Teaching, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran
Laleh Fakhraee Faruji - Department of English Language Teaching, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran

This study attempted to investigate the effect of using focused vs. unfocused metalinguistic feedback on Iranian EFL learners’ use of dependent clauses in writing. On the basis of an Oxford Quick Placement Test, ۶۰ learners out of ۹۰ intermediate female EFL learners with the age range of ۱۷ to ۲۷ from Melal language institute in Karaj were chosen to participate in the study. They were assigned to two experimental groups. The homogeneity of the two groups in terms of writing ability was determined by comparing their means in a writing pretest. The treatment was done through using focused feedback for the first experimental group and unfocused feedback in the second experimental group during ۱۴ session. At the end of the treatment, a writing test was conducted as the posttest. The results of Paired Samples t-test showed that the participants in both experimental groups performed better in writing posttest. However, the results of one-way ANCOVA showed that there was no significant difference between the two groups’ means on the posttest scores of achievements in accurate use of dependent clauses between two groups. The results were discussed in relation to some implications and recommendations for further research.

Dependent Clauses, EFL Learners, Focused Metalinguistic Feedback, Unfocused, Metalinguistic Feedback, Writing, dependent clauses, EFL learners, focused metalinguistic feedback, unfocused metalinguistic feedback, writing