The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a16-week study. For the purpose of current survey eighty students enrolled freely where they were randomly assigned into two equal treatment groups. Core components of the treatment included having students write a 250-word composition each session, and having teacher provide students with corrective feedback on their writing, and encourage students to apply what they learned in subsequent writing using feedback. According to the statistical index, the study found that CF often facilitates the student's ability to identify the existence of an error. Furthermore, the results also revealed that error feedback on form in the form of direct feedback is more beneficial than indirect feedback especially for proficient learners.
This article best described learning vocabulary as an initial step to learn any foreign language. The authors showed an attempt to explore the effectiveness and nature of vocabulary acquisition through two techniques in English called picture flashcards and wordlists. The pedagogy discussed involved as a combination of two techniques concerned showing the efficacy of using these techniques i.e., picture flashcards versus wordlists in EFL classes on students' English vocabulary learning with a quasi-experimental research design participating thirty six students studying in an English institute in north western of Iran. The subjects were International Journal of Linguistics ISSN 1948-5425 2012 www.macrothink.org/ijl 394 instructed to try to learn new words through two precise vocabulary techniques. Their gains in the knowledge of 60 potentially words were then measured. The authors presented a straightforward procedure to scrutinize the efficacy of teaching vocabulary throughout flashcards and wordlists. The results denoted that, using flashcard as a vocabulary learning tool was much more helpful than wordlist. Meanwhile, the results revealed that picture flashcards looked as if to be very supportive tools than wordlists in presenting forms of new words, since they draw learners' awareness.
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