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Abed, Fatemeh, Abadikhah, Shirin, Ahmadpour Kasgary, Zahra. (1404). The Influence of Explicit Written Corrective Feedback on Enhancing Linguistic Accuracy of EFL Learners at Different Proficiency Levels. پژوهشنامه مدیریت اجرایی, (), -. doi: 10.22080/iselt.2025.29160.1099
Fatemeh Abed; Shirin Abadikhah; Zahra Ahmadpour Kasgary. "The Influence of Explicit Written Corrective Feedback on Enhancing Linguistic Accuracy of EFL Learners at Different Proficiency Levels". پژوهشنامه مدیریت اجرایی, , , 1404, -. doi: 10.22080/iselt.2025.29160.1099
Abed, Fatemeh, Abadikhah, Shirin, Ahmadpour Kasgary, Zahra. (1404). 'The Influence of Explicit Written Corrective Feedback on Enhancing Linguistic Accuracy of EFL Learners at Different Proficiency Levels', پژوهشنامه مدیریت اجرایی, (), pp. -. doi: 10.22080/iselt.2025.29160.1099
Abed, Fatemeh, Abadikhah, Shirin, Ahmadpour Kasgary, Zahra. The Influence of Explicit Written Corrective Feedback on Enhancing Linguistic Accuracy of EFL Learners at Different Proficiency Levels. پژوهشنامه مدیریت اجرایی, 1404; (): -. doi: 10.22080/iselt.2025.29160.1099

The Influence of Explicit Written Corrective Feedback on Enhancing Linguistic Accuracy of EFL Learners at Different Proficiency Levels

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 مرداد 1404
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2025.29160.1099
نویسندگان
Fatemeh Abed1؛ Shirin Abadikhah* 2؛ Zahra Ahmadpour Kasgary2
1MA holder from the University of Mazandaran, Babolsar & PhD Candidate of IAU, Qaemshahr, Iran
2Department of English Language and Literature, Faculty of Peresian Literature and Foreign Languages, University of Mazandaran, Babolsar, Iran
تاریخ دریافت: 15 اردیبهشت 1404،  تاریخ بازنگری: 26 تیر 1404،  تاریخ پذیرش: 14 مرداد 1404 
چکیده
The current study aims to investigate the influence of explicit written corrective feedback on improving the linguistic accuracy of EFL learners at different proficiency levels. Two groups of elementary and intermediate students (n = 18) were selected using convenience sampling. The participants completed a pre-test, two treatment sessions, and a post-test over four sessions. In the pretest, the participants completed a picture description task followed by a multiple-choice test and a cloze task. The second and third sessions involved two treatments, which followed the same format as the pre-test: a picture description task, multiple-choice tests, and cloze tasks. After each treatment, they were given written corrective feedback followed by an oral explanation. The post-test, identical to the pre-test, was administered during the final session. The findings indicated that the high proficiency learners did not show a significant change with the written corrective feedback. In contrast, the low proficiency learners demonstrated significant improvements in both gain scores from pre-test to post-test and linguistic accuracy rate. It can be suggested that teachers tailor their feedback strategies according to proficiency levels. While explicit written corrective feedback in grammatical features might be beneficial for low-proficient learners, alternative instructional approaches, such as encouraging autonomous learning, may be more effective for high-proficient learners.
کلیدواژه‌ها
Grammatical accuracy؛ Low-proficient learners؛ High-proficient learners؛ Written corrective ‎feedback
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