Participants
The research investigated the effect of teacher feedback on the accuracy of writing products of 60 EFL non-majors through revision and self-repair on a )16 week English program course at the Islamic Azad University (Ardabil Branch). All students were female and were interviewed at the beginning of the course whether they have already attended any English classes or not. The participants were assigned into two equal groups. Before proceeding any further, the participants were asked to write two paragraphs about two simple subjects. The genre was descriptive one. The researcher soon realized that the participants were false beginners. Later on, the participants' raw scores in the university entrance exam were taken to assure the homogeneity of the groups. Too, the researcher administered a pre-test at the beginning of the course in order to satisfy the homogeneity factor. The raw scores of the performance of the participants of both groups were specified. Then the mean score of both groups was determined. Through Nest, the groups were found to be homogeneous since there was no significant difference between the performances of them. Further homogeneity was guaranteed by assigning the participants in two distinct groups based on ranges determined by their performance in the pre-test.
Procedure
The whole procedure can be divided into two distinct stages. In the first stage, the researcher tried to build the threshold level of lexico-grammar of the target languagesystemic knowledge -for the learners of both groups in order to prepare them for the main stage of the study. This in-class activity included the presentation of some
simple reading comprehension passages to the class each session. By working on these materials in the classroom, the researcher raised consciousness of the participants to some grammatical points from time to time. The final stage, i.e. the main stage was related to the treatment of the errors the learners committed in their assignments. One group-recast group-received feedback on their writing products as implicitly as possible. For example, not all the errors of writing products of this group were specified. For the other group, the researcher designed codes, defined the codes, and explained them for the participants while asking them to take these codes in their revision into serious consideration. In other words, the treatment of the errors was approached as explicitly as possible. Locating the errors as well as identifying the type of errors were the bonus for the participants of this group.
Part II - Language Learning Strategies ).