This study aims at investigating the effect of types of feedback (explicit vs. implicit) on the acquisition
of simple past tense by Iranian EFL learners and its retention. The parametric independent t-tests
were run to investigate the research questions posed in this study. To this end, 60 pre-intermediate
EFL learners from Sa`adat high school who were chosen based on their performance on KET English
Test took part in the study. The students whose scores were between one standard deviation above
and below the mean were selected for the study. The students were assigned into two groups:
experimental group 1(N=30) that received explicit corrective feedback and experimental group 2
(N=30) that got implicit feedback after sending their mail to the researcher. The data were analyzed
through the parametric statistical analysis of Pearson Correlation and independent t-test. The results
show that the first experimental group (explicit group) outperformed the second group (implicit group)
so, Iranian EFL learners have acquired past tense better using explicit method of teaching grammar.
Also the findings revealed that Iranian EFL learners have retained past tense better using explicit
method of teaching grammar. Theoretical and pedagogical implications of the findings of this study
are reported at the end of the thesis.
Author (s) Details
Zanjan University, Zanjan, Iran.
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