The Effectiveness of Generic and Individualized Metalinguistic Corrective Feedback on EFL Learners’ Grammatical Accuracy: A Comparative Study

Document Type : research article

Authors

1 Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences (USWR), Tehran, Iran

2 Department of English Language and Literature, Ilam University, Tehran, Iran

Abstract

The effectiveness of written corrective feedback (CF), particularly in the form of metalinguistic explanations (ME), for improving the grammatical accuracy of low-intermediate English as a Foreign Language (EFL) learners has been relatively underexplored. The present study addresses this gap by investigating and comparing the impact of generic versus individualized metalinguistic explanations on EFL learners' grammatical accuracy in writing. A total of 85 low-intermediate EFL learners participated in the study, divided into three groups: two experimental groups (receiving either generic or individualized ME) and a control group (receiving no written CF). The effectiveness of the interventions was assessed using a pre-test, immediate post-test, and delayed post-test. Data were analyzed using a two-way repeated measures ANOVA and a series of ANOVAs with post hoc comparisons. The results indicated that both types of ME significantly improved learners' grammatical accuracy in the short term. However, generic ME produced more sustained improvements in grammatical accuracy over the long term compared to individualized ME. These findings suggest that generic metalinguistic feedback is an effective and efficient strategy for enhancing grammatical accuracy in EFL contexts, offering a practical solution for teachers seeking to optimize their feedback practices while supporting learners’ linguistic development.

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References

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Journal of Foreign Language Research
Volume 15, Issue 3
November 2025
Pages 229-244

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