the effect of teacher’s written corrective feedback on intermediate learners’accuracy of simple present passive voice

this study attempted to examine the role of teacher’s indirect corrective feedback in iranian intermediate learners’ accuracy of simple present passive voice (sppv). thirty five intermediate english learners were divided into two groups (i.e., experimental and control) randomly. the experimental group received indirect (i.e., implicit) corrective feedback on their writing. but the control group did not receive any corrective feedback. the results of the study showed that there was a significant difference between the groups; the indirect corrective feedback had a positive effect on the accuracy of the learners’ sppv.