Studying the Impact of Implicit vs. Explicit Corrective Feedback on EFL learners’ Paragraph Writing Performance

The goal of the current study was to further investigate the probable effects of explicit vs. implicit corrective input on the paragraph writing capacity of Iranian elementary EFL learners. This research involved thirty students aged 12 to 14 learning English as a foreign language at the Iran Language Institute (ILI) in Lahijan, Iran. They were […]