The Impact of Explicit and Implicit Corrective Feedback on the Writing Proficiency of Iranian Pre-intermediate EFL Learners

This research examines and elucidates the influence of explicit and implicit corrective feedbackon the writing skills of ۴۰ Iranian EFL pre-intermediate learners. These learners were divided intotwo groups: experimental and control. The participants consisted of female students aged between۱۴ and ۱۸, all possessing a similar level of English accuracy and knowledge. To assess thehomogeneity of the students' proficiency levels, two types of tests were administered: a Nelsonproficiency test and an error correction test. The English classes were conducted twice a week,with each session lasting approximately ۴۰ minutes, for a total of ۴۵ days (۱۲ sessions). After eachweek, both groups were required to take an immediate post-test. Since the study spanned threeweeks, three immediate post-tests were administered to all participants in both groups. Thestatistical analysis involved comparing means using independent samples t-tests for the immediatepost-tests, an independent samples t-test for the final post-test, and paired samples t-tests tocompare the achievements of each group in the pre-test and post-test. The findings highlight the importance of providing implicit corrective feedback in EFL settings, as the teacher's instructionand feedback play a vital role in enhancing learners' language proficiency.

Keywords:

Corrective feedback , explicit correction , implicit correction