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This study investigates the effects of immediate versus delayed oral corrective feedback (CF) on the acquisition of the English simple past form among Iranian EFL learners, while also examining the moderating role of Willingness to Communicate (WTC). Results indicated no significant difference in acquisition between immediate and delayed feedback, although learners with high WTC performed slightly better than those with low WTC. The findings suggest the need for further research into the interactions betwee

Author

Voice Of Ankara

Language

EN