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Journal of Applied Sciences

Year: 2008 | Volume: 8 | Issue: 1 | Page No.: 1-13
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Authors

Azizollah Dabaghi

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Research Article

A Comparison of the Effects of Implicit and Explicit Corrective Feedback on Learners’ Performance in Tailor-Made Tests

Azizollah Dabaghi
The study investigated the effects of correction of learners’ grammatical errors on acquisition. Specifically, it compared the effects of manner of correction (explicit versus implicit correction). It also investigated the relative effects of explicit and implicit correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data were collected from 56 intermediate level Iranian students of English Each participant was required to read and then retell a written text in their own words during an oral interview. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly. Individualised tests focusing on the corrected errors were constructed and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed that the participants who received explicit correction gained significantly higher scores than those who received implicit correction. Analyses of the interactions between independent variables showed that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features.
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