Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners

Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners

Abstract This study investigates the effect of teacher’s written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigne...

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Bibliographic Details
Main Authors: Majid Nemati, Sayyed Mohammad Alavi, Hassan Mohebbi
Format: Article
Language:English
Published: SpringerOpen 2019-05-01
Series:Language Testing in Asia
Subjects:
Written corrective feedback
Explicit knowledge
Implicit knowledge
Interface hypothesis
Iranian language learners
Online Access:http://link.springer.com/article/10.1186/s40468-019-0084-9

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http://link.springer.com/article/10.1186/s40468-019-0084-9

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