the effect of revision-mediated and attention-mediated indirect coded feedback on efl learners’ writing syntactic accuracy

To date, conflict exists in the literature on whether teachers should react to efl learners written syntactic accuracy and if so how they should react. to shed light on the factors that may explain such conflicting results, this study investigated the immediate and sustained effects of revision-mediated (ricf) and attention-mediated (aicf) indirect corrective feedback on the writing syntactic accuracy development of 50 upper-intermediate male and female efl learners at jahad daneshgahi language center in karaj, iran. after placement of the subjects by running an opt and administering a writing pretest, the participants in two ricf and aicf groups had an eight-session treatment, followed by an immediate posttest, and a delayed posttest after a two-week time interval. the collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. the results of this study proved that ricf and aicf are beneficial in writing classes. in other words, teacher’s ricf and aicf are indeed effective in helping students reduce their grammatical errors in both immediate and delayed post-tests. thus, the findings of this study are in favor of teacher’s corrective feedback, confirming that teacher’s ricf and aicf can be effective in improving students’ writing accuracy in esl/efl contexts. the pedagogical implications for efl teachers, learners, and material developers are discussed.