Jafar Afshinfar - Assistant Professor of TEFL, Department of English,Payame Noor University, Mahabad, Iran
Awat Shokouhifar - MA in TEFL, Department of English,Payame Noor University, Tabriz, Iran

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 advanced Iranian EFL learners. In so doing, the study was conducted with 76 advanced level EFL learners from 3 intact classes at a English language teaching institute in Mahabad, West Azerbaijan Province, Iran. The sample was selected from among 92 EFL 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 as treatment 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. The results of the study have some implications for teachers, learners, and material designers

Explicit, Implicit, Corrective Feedback, Narrative Writing, and Advanced EFL Learners