Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey

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dc.contributor.authorBabanoğlu, Mine Pınar
dc.contributor.authorAğçam, Reyhan
dc.contributor.authorBadem, Nebahat
dc.date.accessioned2025-01-06T17:22:39Z
dc.date.available2025-01-06T17:22:39Z
dc.date.issued2018
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractThis study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.
dc.identifier.doi10.17679/inuefd.364809
dc.identifier.endpage116
dc.identifier.issn1300-2899
dc.identifier.issn2149-9683
dc.identifier.issue3
dc.identifier.startpage104
dc.identifier.trdizinid324858
dc.identifier.urihttps://doi.org/10.17679/inuefd.364809
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/324858
dc.identifier.urihttps://hdl.handle.net/20.500.14669/437
dc.identifier.volume19
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleExplicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey
dc.typeArticle

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