‘The Relationship between Gender and Implicit/Explicit Corrective Feedback: A Study of Speaking Collocation Errors by Iranian EFL Learners’ – Elaheh ShojaMoghadam & Narjes Ghafournia

Abstract

This study aimed at investigating the effect of explicit and implicit corrective feedback on the use of collocation across male and female students. This study is based on male and female students, who received three explicit, implicit, and blended corrective feedback. This paper intends to investigate whether there is a relationship between gender and the choice of these strategies. To fulfill the purpose of the study, 90 Iranian EFL learners, who were at the intermediate proficiency level of English, were chosen. Later, they were randomly assigned to four groups, composed of one control group and three experimental groups, receiving oral implicit and explicit corrective feedback on error of collocations. After seven sessions of treatment, a speaking test was taken as the posttest. The findings demonstrated that there is no significant gender difference among the participants of this study in terms of the type of corrective feedback, which they received.

Index Terms: explicit feedback, implicit feedback, blended feedback, collocations, error correction.

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