The Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions
Abstract
Making mistakes is a natural part of learning process requiring correction; accordingly, corrective feedback is indispensable. On this ground, the present study compared the effects of mobile-mediated explicit and implicit corrective feedback on Iranian EFL learners’ use of English prepositions of manner and movement. To this end, the participants including 60 learners were randomly assigned to three groups of 20 individuals on WhatsApp application. These three groups included two experimental and one control groups. The treatment groups
sat for a pre-test, received instruction on the errors under study, and practiced correcting them in response to the corrective feedback condition. Next, participants took immediate post-test and delayed post-test. The statistical analysis revealed that although the control group was more proficient than its experimental counterparts on the pre-test, their performance did not improve on immediate and delayed post-tests. However, both of the experimental groups significantly improved on immediate post-test and retained their gains on the delayed post-test. The pedagogical implication is provided for both teachers and learners.
Keywords
mobile-mediated corrective feedback; explicit corrective feedback; implicit corrective feedback; prepositions
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Khazar Institute of Higher Education Mahmoudabad Iran, Islamic Republic of
https://orcid.org/0000-0002-7205-4417
Ilam University Iran, Islamic Republic of
https://orcid.org/0000-0001-8957-8009
University of Mazandaran Iran, Islamic Republic of
https://orcid.org/0000-0003-4344-7307
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