The subject of corrective feedback in writing in English has always been a contentious issue among Second Language Acquisition (SLA) researchers despite an extensive body of research investigating the matter. This mixed-methods study aimed to examine the effectiveness of Interactive Metalinguistic Feedback (IMF) on the Iranian middle school students' ability in argumentative writing. To this aim, based on a multi-stage sampling, from 5 middle schools in Varamin, six classes were selected randomly; finally, 40 EFL students were sampled from the courses as the main participants of this study. A researcher-made writing test and a self-assessment questionnaire were utilized to collect the quantitative data. The participants were grouped into Interactive Metalinguistic Feedback Class (IMFC) and Control Class (CC) and they were given a writing test as a pretest to ensure their homogeneity in terms of initial writing ability. After a 12-session treatment, a writing posttest was given to them. Furthermore, a self-assessment questionnaire was administered to collect data on students' attitudes toward the IMF in the learning-teaching process. To assemble the qualitative data, an interview accompanied by observation was conducted after the treatment to complement the quantitative results. The experimental findings of this current study revealed that IMF had a significant effect on the growth of argumentative writing ability among EFL students. The results of the qualitative part also indicated that social learning, situated learning, and dialogic interaction through IMF encouraged students to develop their writing skills as they co-constructed knowledge with others. Manuscript profile

This paper is a descriptive-analytic study on the adpositional system in a number of northwestern Iranian languages, namely Taleshi, Gilaki, and Tati, based on Dryer’s typological approach. To this end, the correlation of verb/object order was examined with the adpositional phrase and the results were compared based on the aforesaid approach. The research question investigated the correlation between adposition and verb/object order in each of these three varieties. First, the data collection was carried out through a semi-structured interview that was devised based on a questionnaire including a compilation of 66 Persian sentences that were translated into Taleshi, Gilaki, and Tati during interviews with 10 elderly illiterate and semi-literate speakers, respectively, from Hashtpar, Bandar Anzali, and Rostamabad of the Province of Gilan for each variety. Then, the transcriptions were examined in terms of diversity in adpositions, including two categories of preposition and postposition. The findings of the study indicated a strong correlation between the order of verbs and objects with postpositions. More specifically, in most samples in all the varieties, objects precede verbs and postpositions are predominantly employed. Manuscript profile