Planned focus on form via corrective feedback on simple past tense errors improves Iranian EFL learners' oral accuracy by the final treatment session¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Both experimental groups receiving corrective feedback significantly outperformed the no-feedback control group in oral accuracy in session 6 of story retelling. → Farahman Farrokhi 2012

Evidence¶

Farahman Farrokhi 2012¶

Farahman Farrokhi, Mohammad Hassan Chehrazad. (2012). The Effects of Planned Focus on Form on Iranian EFL Learners' Oral Accuracy. World Journal of Education. https://doi.org/10.5430/wje.v2n1p70

q2 · i? · causal · r1

Quasi-experimental study of three intact classes (control n=17, recast n=19, delayed explicit/metalinguistic n=21) over six story-retelling sessions. One-way ANOVA on oral accuracy (error-free T-units) reached significance only in session 6: "F (2, 49) =3.736, p-value =.031".

"in the session6 it was 0.31; F (2, 49) =3.736, p-value =.031 which was smaller than =0.05 and therefore the inequality of groups is accepted at the 0.95 level of significance in the session 6"

Discussion¶

Related Claims¶

• Corrective feedback effects on partially acquired structures may emerge only on delayed measures, not immediately — a broader claim this one bears on
• Delayed explicit and metalinguistic feedback outperforms no feedback on oral accuracy in the final session (p = .044) — a narrower finding that bears on this claim
• Purely meaning-focused activity without form-focused treatment did not lead learners to improve oral accuracy — related
• Recasts on simple past tense errors outperform no feedback on oral accuracy in the final session (p = .040) — a narrower finding that bears on this claim
• Written corrective feedback with an oral metalinguistic tutorial significantly improves Arabic EFL learners' preposition accuracy on an immediate post-test — related
• Both explicit correction and or-choice feedback improved beginner EFL learners' accurate use of English tense markers over a ten-session instructional period — related
• Explicit correction was more effective than implicit or-choice feedback for beginner Iranian EFL learners' production of English tense markers — related
• Most participants preferred the focus on formS approach and deemed it the most effective tense-teaching method — related