Sadegh Ghafari Farsani - M.A. in TEFL, Instructor, Department of Foreign languages, Farsan Center, Payame Noor University, Farsan, Iran
Mehdi Pourbafrani - M.A. in TEFL, Instructor, Department of Foreign languages, Nain Center, University of Applied Science and Technology Nain, Iran
Zeinab Jafari - M.A. in Clinical Psychology, Department of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran

The role of corrective feedback in the process of acquiring a second language has been an issue of considerable controversy among theorists and researchers alike. Although corrective feedback is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised. The present paper surveys the theoretical arguments underpinning the use of corrective feedback in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different corrective feedback methodologies and error types are discussed. The findings suggest that teachers should take a more finely tuned approach to corrective feedback and that future research designs investigating corrective feedback should go beyond consideration of only students’ written products. The results also revealed that different corrective feedback strategies can improve EFL high School output based on the nature of errors produced. Findings have implication for language teachers in that explicit error correction techniques can enhance language learningbecause they are better noticed by the learners.

Corrective feedback strategies, Writing, EFL high school students