en The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing تخصصي Special پژوهشي Research <span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">This study attempted to investigate the effect of using focused vs. unfocused metalinguistic feedback on Iranian EFL learners&rsquo; use of dependent clauses in writing. On the basis of an Oxford Quick Placement Test, 60 learners out of 90 intermediate female EFL learners with the age range of 17 to 27 from </span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">Melal </span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">language institute in Karaj were chosen to participate in the study. They were assigned to two experimental groups. The homogeneity of the two groups in terms of writing ability was determined by comparing their means in a writing pretest. The treatment was done through using focused feedback for the first experimental group and unfocused feedback in the second experimental group during 14 session. At the end of the treatment, a writing test was conducted as the posttest. The results of Paired Samples t-test showed that the participants in both experimental groups performed better in writing posttest. However, the results of one-way ANCOVA showed that there was no significant difference between the two groups&rsquo; means on the posttest scores of achievements in accurate use of dependent clauses between two groups. The results were discussed in relation to some implications and recommendations for further research. </span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">: </span></span> This study attempted to investigate the effect of using focused vs. unfocused metalinguistic feedback on Iranian EFL learners&rsquo; use of dependent clauses in writing. On the basis of an Oxford Quick Placement Test, 60 learners out of 90 intermediate female EFL learners with the age range of 17 to 27 from Melal language institute in Karaj were chosen to participate in the study. They were assigned to two experimental groups. The homogeneity of the two groups in terms of writing ability was determined by comparing their means in a writing pretest. The treatment was done through using focused feedback for the first experimental group and unfocused feedback in the second experimental group during 14 session. At the end of the treatment, a writing test was conducted as the posttest. The results of Paired Samples t-test showed that the participants in both experimental groups performed better in writing posttest. However, the results of one-way ANCOVA showed that there was no significant difference between the two groups&rsquo; means on the posttest scores of achievements in accurate use of dependent clauses between two groups. The results were discussed in relation to some implications and recommendations for further research. dependent clauses, EFL learners, focused metalinguistic feedback, unfocused metalinguistic feedback, writing Dependent Clauses, EFL Learners, Focused Metalinguistic Feedback, Unfocused, Metalinguistic Feedback, Writing, 52 70 http://ijreeonline.com/browse.php?a_code=A-10-794-1&slc_lang=en&sid=1 Lida Zarearsanjani Lida Zarearsanjani Lida.zare89@yahoo.com 10031947532846002419 10031947532846002419 No Department of English Language Teaching, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran Department of English Language Teaching, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran Laleh Fakhraee Faruji Laleh Fakhraee Faruji fakhraeelaleh@yahoo.com 10031947532846002420 10031947532846002420 Yes Department of English Language Teaching, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran Department of English Language Teaching, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran