Abstract
Recent studies have shown the efficacy of written corrective feedback (WCF) in improving ESL/EFL learners’ grammatical accuracy. Using a quasi-experimental design, this study investigated the effectiveness of metalinguistic explanation (ME) corrective feedback as a form focused instruction on Iranian high school students’ use of the hypothetical conditional in their writing. Fifty high school students were given the Oxford placement test. Based on the results, 34 of them were chosen to be homogenous in terms of language proficiency. Then the students were randomly assigned into two groups, an experimental and a control group. The experimental group received the treatment (ME) after each guided writing practice while the control group did not. The results of independent samples t-test showed that the students in the experimental group significantly outperformed the control group in the accurate use of the targeted feature. The results have some implications for EFL teachers, teacher educators, and learners.
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