The goal of the current study was to further
investigate the probable effects of explicit vs. implicit corrective input on
the paragraph writing capacity of Iranian elementary EFL learners. This
research involved thirty students aged 12 to 14 learning English as a foreign
language at the Iran Language Institute (ILI) in Lahijan, Iran. They were all
native Persian speakers. The Face to Face Written Placement Test was organised
to assess their level of writing proficiency. The pretest-posttest architecture
of nonequivalent-groups, which is a quasi-experimental design subcategory, was
used. 15 participants were included in any party. Both participants in each
group wrote a paragraph as a pretest, and they were expected to write another
paragraph as a written posttest after therapy sessions. During the research
method, the research results revealed the supremacy of explicit feedback over
implicit feedback.
Author(s) Details
Nasim Nourbakhsh
Department of English Language, Rasht Branch, Islamic Azad University,
Rasht, Iran.
Dr. Majid Pourmohammadi
Department of English Language, Rasht Branch, Islamic Azad University, Rasht,
Iran.
View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/296
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