The goal of the current study was to further investigate the probable effects of explicit vs. implicit corrective input on the paragraph writing capacity of Iranian elementary EFL learners. This research involved thirty students aged 12 to 14 learning English as a foreign language at the Iran Language Institute (ILI) in Lahijan, Iran. They were all native Persian speakers. The Face to Face Written Placement Test was organised to assess their level of writing proficiency. The pretest-posttest architecture of nonequivalent-groups, which is a quasi-experimental design subcategory, was used. 15 participants were included in any party. Both participants in each group wrote a paragraph as a pretest, and they were expected to write another paragraph as a written posttest after therapy sessions. During the research method, the research results revealed the supremacy of explicit feedback over implicit feedback.
Nasim Nourbakhsh Department of English Language, Rasht Branch, Islamic Azad University, Rasht, Iran.
Dr. Majid Pourmohammadi
Department of English Language, Rasht Branch, Islamic Azad University, Rasht, Iran.