Since the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the students’ writing. The present study investigated the effect of explicit corrective feedback on writing accuracy of Iranian intermediate EFL learners (N = 44) in Hamedan Islamic Azad University. The three most frequent occurring errors in EFL learners’ writing pre-test were chosen to be targeted. Two groups were formed: the explicit corrective feedback group (N = 22), and the control group (N = 20). Paired samples t-tests revealed that both the explicit and control groups increased their writing accuracy in immediate post-test in comparison with pre-test, but Independent t-test indicated that there was not a statistically significant difference between the mean scores of the control and experiment groups (p = 0.65). In delayed post-test, there was no significant differences between writing accuracy of explicit and control groups (p = 0.72). Paired samples t-tests indicated that there was no significant accuracy mean difference between writing pre-test and delayed post-test of the explicit group.The writing accuracy gain of the control group in delayed post-test in comparison with writing pre-test was statistically significant. تفاصيل المقالة

Millions of users worldwide nowadays use Machine Translation (MT) systems such as Google Translate (GT). The present study aimed at investigating the effects of using GT in class activities on the vocabulary development and phraseology of Iranian ESP learners. To this end, after assuring the homogeneity of the students, 60 ESP learners majoring in Persian Language and Literature and Physical Education and Sports Sciences were selected and randomly assigned to two experimental groups. After administering the pretest, the students in the first experimental group (Only-Dictionary) used available dictionaries but those in the second experimental group (Dictionary plus Google Translate) employed both GT and available dictionaries. As for homework, the participants were asked to translate a passage from their textbook for the following session. The students were given feedback on their translations so that they could understand their weaknesses and strong points. Ultimately, the posttest was administered which indicated that both groups improved in their vocabulary knowledge and equivalent-finding skill. However, the mean score for the Dictionary plus Google Translate group students was significantly higher than that of the Only-Dictionary group. As for phraseology, there was not a significant difference between the two groups. تفاصيل المقالة