investigating the effectiveness of focused direct and metalinguistic written corrective feedback on iranian efl students’ implicit and explicit grammatical knowledge

Despite extensive research regarding implicit and explicit grammatical knowledge, very few researchers have looked into how written corrective feedback affects them. inspired by this gap, the purpose of this study was to determine whether focused direct and metalinguistic kinds of written corrective feedback can result in an increase in implicit and explicit grammatical knowledge. data related to two treatment groups and one control group were collected using mancova and one-way ancova statistical techniques. according to the results, both types of focused direct and metalinguistic written corrective feedback increased students' implicit and explicit grammatical knowledge and no difference was found between the effectiveness of these two types of written error correction. the study concludes with implications for teachers regarding how they should correct written errors.