Innovation in Language Learning

There have been many controversies over the positive effect of written corrective feedback (WCF).Some of the researchers strongly disagree with correction arguing that it may not lead to L2 development; in turn, some others believe that the inconclusive results of the research done so far may be due to inconsistencies in research procedure and not the effect of correction itself. As a result, more research is required to answer the questions raised about the efficacy of this classroom strategy. Some of the research done so far is focused (focusing on one linguistic accuracy) and some others are unfocused (dealing with all kinds of errors simultaneously) .This study examines the effect of dynamic correction strategy, inspired by Evan et al.(2010), on the accuracy of learners’ writing production. For this purpose, three advanced classes taking a general English course at Iran Language Institute (one of the most popular English schools in the country with almost 200,000 learners all over the country) were selected. The classes were divided into three groups:  A control, and two treatment groups. One of the treatment groups received the dynamic error correction and another direct unfocused correction with the control group receiving no correction. The statistical analysis revealed that both treatment groups outperformed the control group in post-test .Besides, the treatment group receiving the dynamic correction outperformed both other groups.