Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference

This article reports on a classroom‐based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest–posttest–delayed posttest design with two treatment sessions. Eighty‐nine Greek English as a foreign language (EFL) learners were randomly assigned to 3 groups: direct feedback only, direct feedback plus...