Supportive teachers provide students with feedback to enhance their competences. However, when feedback is manifested in writing, it becomes more valuable as it can be perceived and then revised again by students. This quasi-experimental study aimed to measure the degree of change resulting from feedback intervention when introducing the present perfect simple to medicine students who were divided randomly into five groups encompassing four treatment groups and a control one. One session of written corrective feedback improved students' writing instantly and over time for the experimental groups, but not for the control one. The non-revision groups were more accurate, but the accuracy of the revision groups was maintained over time. Processing input may help students develop their information that must be processed consciously through purposeful learning. Language acquisition can be utilized to explain how students may improve their second language improvement of target structures immediately and over time.

Title

Literary Herald

Publisher

Satna: The Literary Herald

Publisher Country

India

Publication Type

Both (Printed and Online)

Volume

7

Year

2021

Pages

171-195