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Abstract-The debate about whether or not written corrective feedback (WCF) as a pedagogical act can improve students' written accuracy has been voiced for more than 30 years. The purpose of this study was to investigate the effects of two types of WCF (coded and uncoded) on Iranian EFL learners' writing accuracy with regard to 10 kinds of errors (Verb Tense, Capitalization, Punctuation, Selling, Word Formation, Adding something, Deleting something, Wrong Word, Subject-Verb agreement, and plural vs. singular errors). By means of a placement test, two intact classes in Pre-intermediate level were selected and randomly assigned into two groups receiving the two feedback types (N=27 participants in each). For the first group, teacher underlined all the errors and wrote coded signs on them, but for the second group, teacher underlined and corrected all the errors. This procedure was followed for four weeks and at the end of the forth composition, immediate test, and after a month the delayed post-test were given to see whether or not the treatment had been effective. The results revealed that coded type of WCF had a positive influence on learners' accurate use of all selected grammatical structures (especially Verb Tense) both in the short term and in the long run. The results were discussed in relation to some implications and recommendations for further research. Index Terms-coded and uncoded feedback, pre-test, immediate and delayed post-test, writing Accuracy

Abstract-Gender's trace in the use of language, although not evidently, is commonly present in all classroom situations. It is commonly believed that women are expressive and emotional, while men are self-asserting and power-oriented in the use of language. The present study, in adopting an empirically-supported approach to the negative and positive emotional content of the narrative autobiographical reports, concentrated on 103 female and 82 male graduate EFL students' writing. The collected written data were then analyzed by on-line language processing programs for emotional linguistic content. Although statistical analysis did not offer significant differences across genders, the data do show a slight tendency on the females' part to use a higher rate of emotional words. The results, while not very revealing in statistical terms, can point to a growing trend of equality, especially among the academically educated population in contexts like Iran as a Middle Eastern country. Implications of the study are discussed in the light of the literature, and theoretical background.