Abstract
ABSTRACTThis sequential explanatory mixed methods study aimed at investigating the effect of explicit and implicit corrective feedback on Iranian English language learners' (EFL) L2 willingness to communicate (WTC) in English. Explicit and implicit corrective feedback were given to groups of low-intermediate Iranian EFL learners to see their effectiveness in facilitating L2 WTC. The findings of quantitative analysis were sequenced by follow-up qualitative data to explain the obtained results. The results of quantitative data analysis indicated that implicit corrective feedback did not influence L2 WTC, whereas explicit corrective feedback increased it. The analysis of qualitative data showed that explicit corrective feedback enhanced language learners’ L2 WTC by promoting their L2 self-confidence. The implications of the study for language teachers and L2 WTC researchers are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
