خلاصه ماشینی:
"Table 1 – Typology of corrective feedback in writing adapted from Ellis (2009) Feed Definition Advantages Disadvantages back type The teacher provides the It is a good way for low level It requires minimal student with the correct form of proficiency according to processing on the part such as crossing Ferris & Roberts (as cited in of the learner.
The learning journals provided opportunities for the learners to record: (a) which language forms or concepts they noticed including grammar and spelling; (b) in which stage of teacher feedback they noticed their errors, that is, by the first meta-cognitive implicit, the second meta-cognitive implicit- explicit, or the third explicit corrective feedback.
Results Results of Analyzing the Students’ Writings The objective of this study was to examine the effectiveness of implicit- explicit feedback procedure and to increase the noticing of the errors by the learners in one pre-intermediate classroom since the activity was highly time- consuming.
Discussion and Conclusion The main focus of the study was exploring the process as well as the effect of the procedural implicit-explicit feedback on learners‟ noticing of their errors and finally improving those problems as an example of their inter-language development.
As Lantolf (2000) believes, social context and interaction mediate language learning and in this study, teacher‟s continuous mediation with procedural implicit-explicit feedback had positive effect not only on noticing the errors but also in terms of the number of errors they made."