Valizadeh, Mohammadreza2021-06-082021-06-082020https://hdl.handle.net/20.500.12695/1082This quasi-experimental study, using a pre-test-treatment-post-test-delayed post-test design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring their homogeneity in terms of L2 proficiency using Oxford Quick Placement Test, they were assigned to three groups: DCF, ME, and NF (i.e., no feedback). The treatment/control period lasted for five weeks, during which the experimental groups wrote an argumentative essay in class, received the unfocused feedback, and revised their corrected text. Results of the post-tests and delayed-post-tests (i.e., after a two-week interval) revealed that both experimental groups significantly outperformed the NF; however, no statistically significant difference was found between the DCF and ME groups.enAttribution-NonCommercial-ShareAlike 4.0 Internationalinfo:eu-repo/semantics/openAccessComprehensive/Unfocused Corrective FeedbackWritten Corrective FeedbackDirect Corrective FeedbackMetalinguistic ExplanationSyntactic AccuracyConference Object