Abstract
Corrective feedback (CF) is still a controversial issue among researchers. The present study took a new approach and investigated the effect of CF in the form of focused mini-grammar lessons with self-study materials in a group of 24 Iranian EFL learners at an Iranian language institute. The learners were randomly assigned into experimental and control groups; each class consisting of 12 male intermediate students aged between 14 and 17 years participated in the study for two and a half months All the participants produced 200-250 word writing samples in three pre-tests on pre-determined topics based on which their three most recurring grammatical errors were identified. Next, the learners in the experimental group received nine sessions of the treatment on their faulty structures. Both groups took part in three post-tests, and wrote on the same topics the results of which were assessed by two raters. Descriptive statistics revealed improvement of the experimental group; also inferential analysis of the data indicated significant progress resulting from CF contrary to some opposing suggestions in the literature.
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