Effect of Recall Protocol on Iranian Undergraduate University Students' General English Achievements: Examining the Role of Gender

The multifaceted roles of corrective feedback in second language instruction continue to attract the attention of both researchers and practitioners interested in how it can most effectively be integrated into classroom interaction in ways that benefit second language development (Tedick & Lyster, 2020). Therefore, the present study intends to shed a light on the effectiveness of recall protocol method on Iranian male and female intermediate EFL learners' general English achievements. To fulfill this study, 80 male and female undergraduate university students were divided randomly into two groups; The experimental group received recall protocol feedback method whereas the control group was taught through the conventional feedback techniques. Consequently, the results of the independent samples T-test revealed that the experimental group outperformed the control group. Moreover, the results of two-way ANOVA showed that male students obtained significantly higher scores than the female students considering the use of recall protocol. Furthermore, the pedagogical implications suggested that such findings can be colossal as a way for assist creating efficiency, especially on the off chance that the disclosures are to be utilized by L2 teachers.