شهیاد محمدنیاافروزی

This study was an attempt to examine the effects of direct (DCF), indirect (ICF) and metalinguistic (MCF) written corrective feedback and the types of responses (i.e. + /– revision) on the perception of present/past perfect tenses by Iranian intermediate EFL learners. A pretest-posttest design was utilized to conduct the study with 210 intermediate EFL learners who were randomly selected based on their scores on Oxford Quick Placement Test (OQPT). They were assigned to 7 groups, each including 30 participants: DCF+ Revision, DCF – Revision, ICF + Revision, and ICF – Revision, MCF + Revision, and MCF – Revision, and a control group. All students were asked to take a multiple-choice test (i.e. perception test) as a pretest and a posttest. After administering the pretest and imparting the relevant treatment, the posttest was administered. Results indicated that all experimental groups improved their knowledge of past/present perfect tenses from the pretest to the posttest, the ‘DCF + Revision’ group outperformed all other groups, all of the groups doing revision (i.e. DCF / ICF / MCF + Revision) outperformed their counterparts without revision (i.e. DCF / ICF/ MCF – Revision), and the only groups whose scores were not significantly different were the ‘ICF + Revision’, ‘DCF – Revision’, and ‘MCF – Revision’ groups. The findings provide insights into new ways of helping students to improve their L2 writing skills in general and specifically teaching grammatical structures through effective combinations of written corrective feedback and follow-up revision.