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This paper reports on the effectiveness of explicit feedback and prompts in developing EFL learners' pragmatically appropriate refusal production and level of confidence. The study included 39 participants with two experimental groups and one control group. After the tenweek treatment, results from the oral refusal production tests and the rating scales revealed the effectiveness of prompts over explicit feedback in helping learners improve their refusal production and confidence. However, the control group receiving delayed feedback recorded the greatest confidence improvement, but the least refusal production gain. The key factors leading to the advantages of prompts may result from its provision of more opportunities for uptake and its unobtrusive rejection of learners' error.



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