Özet:
This paper aims to explore the Iranian EFL (English as a Foreign Language)
learners' ability to gain grammatical accuracy in their writing by noticing and
correcting their own grammatical errors. Recent literature in language acquisition
has emphasized the role of implicit tasks in encouraging learners to develop
autonomous language learning habits, so it is important to consider tasks,
particularly implicit tasks, as an important part of language teaching. In this study
60 EFL students from two elementary English classes were chosen. The students of
one class were engaged in an implicit task in which they compared the use of
grammar in their own writing to the use of that grammar in a written text by a
native speaker, and the other class received no such treatment. The results
indicated that the subjects who had received the treatment performed much better
on the post-test. The outcome of the delayed post-test also confirmed the superior
performance of the learners in the experimental group showing that they had
internalized the targeted structure. Thus such tasks are beneficial in terms of
allowing learners to autonomously make improvements in terms of grammatical
accuracy in their writings.
