This study aims to explore and compare the impacts of scaffolded and explicit feedback on Iranian EFL learners' correct use of articles in oral productions. To this end, 45 intermediate female EFL learners in three intact classes in a language institute in Behbahan, Iran were selected through convenience sampling and randomly assigned to two experimental groups of scaffolded and explicit and one control group. The research used a quantitative approach with a quasi-experimental design in the form of a pretest, treatment, posttest, and delayed posttest. While the two experimental groups received either scaffolded or explicit feedback treatment, the control group received no feedback on their errors in the use of articles. The find- ings revealed that the EFL learners in the scaffolded CF and explicit groups outperformed those of the control group concerning the accurate use of both definite and indefinite articles in their oral productions. The implications of the results are also explicated. پرونده مقاله

The present study explores Iranian EFL learners’ perceptions of two types of corrective feedback, i.e., explicit and scaffolded feedback in oral productions. To this end, 30 female EFL learners selected through convenience sampling from two intact classes at a language school in Behbahan, Iran, were randomly assigned into two explicit and scaffolded feedback groups. The participants were all junior and senior high school students aged 15 to 20 at the intermediate level. A qualitative approach in the form of a series of semi-structured interviews was adopted to deeply explore the language learners’ perceptions of the corrective feedback types in question. The findings of the interviews demonstrated that half of the language learners in the explicit group set great store by explicit corrective feedback, while the other half were less favourably disposed toward explicit feedback. Likewise, a significant number of language learners in both groups found the teacher’s corrective feedback distracting. However, the overwhelming majority of the language learners in the scaffolded group viewed scaffolded corrective feedback as beneficial. The implications of the findings are also elucidated. پرونده مقاله