This study tried to investigate the possible effects of focused Meta-linguistic highlighted error feedback on grammatical accuracy of writing among Iranian intermediate EFL learners. After selecting 60 homogenous participants among 90 university students attending Ghaemshahr University and randomly assigning them to two intact groups of 30 students, the researcher exposed the participants of the experimental group to 12 sessions of the intended treatment. During the treatment sessions, the said individuals were exposed to focused meta-linguistic feedback upon the submission of the drafts of their essays; in comparison, the subjects in the control group, upon the submission of their essays, were corrected using traditional approaches. After the completion of the study and performing the due data analysis on the results, a significant progress was found among the subjects in the experimental group as compared to the control group.
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Elahe Ebadi (2014) studied this question.
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