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Abstract
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Corrective feedback (CF) as an inherent aspect of language teaching plays a key role in second language acquisition. The purpose of this experimental study was to investigate the role of timing (immediate CF and delayed CF) and willingness to communicate (WTC) as the moderating variable to see if they play a role in the effectiveness of CF on the acquisition of simple past forms. For the purpose of the study, 60 Iranian male learners participated in an experiment where they were divided into two experimental groups (immediate CF and delayed CF), and each learner was assigned to one of the two groups based on the result of WTC questionnaire (High WTC and Low WTC). The data concerning the acquisition of simple past forms was collected through grammaticality judgment test in three different points of time (pre-test, immediate post-test, and delayed post-test) and WTC questionnaire was used for differentiating high WTC from low WTC learners as well. The study was conducted to answer two questions. The first question was raised to see if there was any difference between immediate and delayed CF and the second question concerned if willingness to communicate had any moderating effect on the effectiveness of feedback timing on the acquisition of simple past forms. Using two-way ANCOVA to analyze data, results showed that there was no significant difference between immediate and delayed CF treatment and it seems that learners with high WTC in both groups outperformed slightly in comparison to low WTC learners. Also, results revealed that there was not a significant interaction effect between WTC and feedback timing. Furthermore, learners with high WTC in immediate CF group performed slightly better than other groups.
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