Résumé:
This study investigated the impact of focused and unfocused feedback on the grammatical
accuracy of first-year Licence students in the Department of English at Mohammed Seddik Ben
Yahia University, Jijel. The hypothesis posited that the type of teacher feedback—whether focused
or unfocused—affects students' grammatical accuracy differently, with the expectation that
focused feedback would result in more substantial improvements. To test this hypothesis, a
comparative quasi-experimental design was employed, involving two intact groups of students (n
= 40), each receiving one type of feedback. Over eight instructional sessions, one group received
unfocused feedback on eight grammatical features, while the other received focused feedback on
three specific grammatical aspects. Pre-test and post-test results indicated that both types of
feedback significantly improved grammatical accuracy; however, focused feedback led to a more
pronounced enhancement, particularly in subject-verb agreement and tense accuracy, as
determined by statistical t-tests. Additionally, the focused feedback group exhibited a higher
reduction in error rates across targeted grammatical features, indicating a more effective
internalization of the grammatical rules addressed. These findings suggest that focused feedback
is more effective in fostering grammatical accuracy among EFL learners
