The Immediate and Delayed Impacts of EFL Teachers' Implicit and Explicit Feedback on the Iranian EFL Learners' Pronunciation

Feedback is an important part of effective learning. It assists learners in understanding the subject and provides them with a clear guidance on how to improve their learning. The purpose of the present study was to examine the immediate and delayed impacts of English teachers‘ implicit and explicit corrective feedback on the Iranian EFL learners‘ pronunciation. 34 Iranian EFL learners, who were at the lower intermediate proficiency level studying English in one of the language institutes in Semnan, were selected to take part in the study. The selected participants were randomly assigned into two groups and took the pronunciation pretest. Then, one of the groups experienced the implicit corrective feedback and the other received the explicit corrective feedback. After eight sessions of treatment, the immediate pronunciation posttest was administered. After two weeks, the delayed pronunciation posttest was carried out. The results indicated that both immediate and delayed posttest scores of the participants in the explicit corrective group were significantly higher than their counterparts in the implicit feedback group. The findings of the present study might be beneficial for the language teachers, EFL learners, and material developers.