A Comparative Study of Reformulation and Elicitation Feedback Types in Teaching English Verb Tense

This study examined the effects of two different kinds of corrective feedback, i.e. reformulation and elicitation on Iranian EFL learners’ use of verbs in different present tenses. Thirty-eight intermediate learners took part in this study. They were randomly divided into the reformulation group and the elicitation group. The treatment sessions lasted four weeks with two sessions in each week. Students in the reformulation treatment condition obtained higher significant mean scores than those who received elicitation corrective feedback. Results of this article indicated that feedback in the form of reformulation is more effective than elicitation and it had a potential importance on the outcome of learning English tenses.