the combined effect of unfocused written corrective feedback and languaging on the revised and new texts: focus on l2 accuracy and acquisition among iranian efl learners

This study investigated the effect of unfocused direct and indirect written corrective feedback (wcf) and languaging on different grammar and non-grammar errors both in the revised texts and new pieces of writing. following a pretest-posttest-delayed posttest design, 24 intermediate efl learners were randomly assigned to two experiment and one control groups. the experiment groups received their direct and indirect wcf treatments and all of the learners in three groups were engaged in languaging. the intervention program was conducted in five sessions and the data was collected through the administration of a pre, posttest, and delayed posttests. the data was coded and analyzed through kruskal-wallis, and mann-whitney u tests. the results revealed that while the experimental groups outperformed the control group in terms of revision task, the direct group developed more grammatical accuracy, compared to the indirect group. besides, direct wcf appeared to be more influential in terms of reduction of grammatical errors in long term. the findings suggest that the learners who received direct wcf and languaging were more competent in identification of the errors and retention of the correct forms both in the revised texts and the new pieces of writing. overall, the present research offers insights into the possible effectiveness of unfocused direct wcf in terms of accuracy and acquisition when writing new texts.