Studying the Impact of Implicit vs. Explicit Corrective Feedback on EFL learners’ Paragraph Writing Performance

The current study aimed to provide a more investigation of the probable effects of explicit vs. implicit
corrective feedback on Iranian elementary EFL learners' paragraph writing ability. Thirty learners aged
12 to 14 studying English as a foreign language at Iran Language Institute (ILI) in Lahijan, Iran
participated in this research. They were all native speakers of Persian. To determine their level of
writing proficiency, Face to Face Written Placement Test was organized. The pretest-posttest
nonequivalent-groups design which is a subcategory of quasi-experimental design was utilized. Each
group included 15 participants. All of the participants in each group wrote a paragraph as the pretest
and after treatment sessions they were required to write another paragraph as the posttest of writing.
The research findings showed the superiority of explicit feedback over implicit feedback during the
procedure of the research.