Document Type : research article
Authors
1
Ph.D. Student of TEFL, English, Department, Faculty of Humanities, Islamic Azad University, Kerman Branch, Kerman, Iran.
2
Department of English Language Teaching, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
3
Assistant Professor, Department of English Language and Literature, Faculty of Humanities, Islamic Azad University, Kerman Branch, Kerman, Iran.
10.22059/jflr.2026.408160.1270
Abstract
The present study was an attempt to investigate the immediate and delayed effect of different types of corrective feedback (CF) with different explicitness degrees on improving EFL learners’ writing accuracy. For this purpose, a total of 166 Iranian EFL learners from intact classes in three language institutes were randomly assigned to different groups: immediate metalinguistic CF, delayed metalinguistic CF, immediate recast CF, delayed recast CF, and a control group. Furthermore, learners’ attitudes to each feedback condition were also evaluated through running a questionnaire. Learners in all groups were asked to write a descriptive paragraph on topic in each treatment session and then the participants in the experimental groups received each corrective category across the time variable. Results indicated that in the immediate post-test, the immediate recast and delayed metalinguistic CF were more effective. However, in the delayed post-test, the immediate recast and the immediate metalinguistic CF could retain their improvement. In addition, learners held different attitudes toward the diverse aspects of CF. On the whole, the results pinpoint the effectiveness of immediate feedback over delayed feedback, both according to the statistical results and learners’ attitudes. The implications of the study for teachers and practitioners, as well as researchers, are provided.
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