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This quantitative quasi‑ experimental study, which followed a pretest‑treatment‑posttest‑delayed posttest design, investigated the effects of revision mediation versus attention mediation on EFL learners’syntactic accuracy of their argumentative essays. 83 Iranian EFL learners, studying at upper‑ intermediate level were assigned to three groups: comprehensive direct corrective feedback plus a revision requirement (DCF/+R), comprehensive DCF plus a time to pay careful attention to and study the errors and received feedback (DCF/+S) and the control group that received the comprehensive DCF without any extra assignment (DCF/‑R,‑S) . Each group received three sessions of treatment. The existence of any statistically significant differences among the three groups with regard to each received treatment was investigated both in the short and long term. It was found that both revision requirement (DCF/+R) and careful attention requirement (DCF/+S) significantly outperformed the group that only received the feedback. Nevertheless, it was also proved that the group that was required to pay careful attention to and study the feedback (DCF/+S) significantly outperformed the one that experienced the revision requirement (DCF/+R) . Discussion focuses on the importance of two levels of awareness: noticing and understanding. |\n| Article history\u003Cbr>Received: March 19, 2018\u003Cbr>Accepted: June 17, 2018\u003Cbr>Published: August 31, 2018\u003Cbr>Volume: 9 Issue: 4\u003Cbr>Advance access: July 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Comprehensive direct corrective feedback,\u003Cbr>Revision, Attention,\u003Cbr>Noticing, Argumentative essays |  |\n\nINTRODUCTION  \nFeedback is considered a crucial element in second language (henceforth, L2) writing courses (Ferris, 2014) due to the fact that it has not only the potential for the development of L2 writing skills, but it can also enhance the students’motivation (K. Hyland & Hyland, 2006) . Further, if learners are not required to respond to the received written corrective feedback (henceforth, WCF), they may ignore it or attend toit only partially (Ellis, 2009; Liu & Brown, 2015). Therefore, it has been suggested that in order to engage the learners with the feedback and also hold them accountable for their learning, they be required to revise their essays based on the teacher’s feedback (Ferris, 2006; Guénette, 2012; F. Hyland, 2003; Shintani & Ellis, 2015; Storch & Wigglesworth, 2010) .  \nSome scholars believe that revision requirement can be a helpful and perhaps necessary intermediate step to‑ wards the long-term acquisition of a specific feature (Ferris, 2004, 2010; Guénette, 2012; Sachs & Polio, 2007) and “a necessary first step in the development of written accuracy”  \n(Liu & Brown, 2015, p. 67) because learners have more time to think about and process the corrections and try to fix the errors and modify their texts (Ferris, 2010) . As Sachs and Poli","cbCaifUNWZLFk3BA","https://ap.wps.com/l/cbCaifUNWZLFk3BA","pdf",404034,"English","# Introduction\n## Feedback and written corrective feedback\n## Revision requirement and noticing/understanding\n## The role of focused attention without revision","[{\"question\":\"What does the study compare regarding feedback effects on EFL writing?\",\"answer\":\"It compares revision-mediated feedback versus attention-mediated feedback on EFL learners’ written syntactic accuracy in argumentative essays.\"},{\"question\":\"How were the participants grouped in the quasi-experimental study?\",\"answer\":\"Eighty-three Iranian upper-intermediate EFL learners were assigned to three groups: DCF/+R, DCF/+S, and a control group receiving DCF only.\"},{\"question\":\"What was found about revision requirement versus careful attention?\",\"answer\":\"Both revision requirement and careful attention significantly outperformed the feedback-only group, and the careful attention group significantly outperformed the revision requirement group.\"}]","Advances in Language and Literary Studies - Volume 9 Issue 4 - Revision-mediated and Attention-mediated Feedback: Effects on EFL Learners’ Written Syntactic Accuracy | PDF",1792068144,23]