Achoura, MeriemMerrouche, Sarah2018-03-132018-03-132013http://hdl.handle.net/123456789/2391This work is concerned with the area of investigating the effect of implicit written correctivefeedback on improving grammatical accuracy in writing. Both foreign language teachers andearners consider written corrective feedback as being an effective teaching device that canhelp learners develop more accuracy and control over problematic grammatical categories.However, research on the topic did not confirm its effectiveness yet, what casts some doubt on its real effect in enhancing learners' abilities to write more accurately. Importantly, thiswork intends to investigate whether providing learners with implicit written corrective feedback enhances their grammatical accuracy. A quasi-experiment has been implemented throughout a five-week treatment period for the fulfilment of the already stated aim. The study includes a sample of twenty second year EFL students, where learners in the experimental group are provided with an implicit type of written corrective feedback on the erroneous use of articles and past tenses. Learners are also provided with opportunities to revise their drafts in the light of the written correction. Control group students, however, do not receive any type of written corrective feedback. Statistical analysis of the results indicates that learners in the experimental group did not make a significant improvement in the use of articles and past tenses after being provided with an implicit type of written corrective feedback. This result runs against our hypothesis that implicit written corrective feedbact enhances learners' accurate use of articles and past tenses. Accordingly, some implications and recommendations are made for teachers and future researchers.enLangue (anglais) : grammaireOther