Abstract
The current study examines the effect of recasts and meta-linguistic error correction feedbacks and changes in EFL learners' English language grammar achievement. The participants were fifty (25 in each group) intermediate-level EFL learners at an English language institute. This quantitative experimental study was implemented on the basis of pre-test-post-test equivalent-group design. After administrating the CPT, 50 students (based on the Cambridge Assessment Criteria) who were randomly and equally assigned to recast and meta-linguistic awareness group (25students in each group) were selected as the sample of this study.The data were collected through classroom grammar test (pre- and post-tests). Both groups promoted in terms of grammar achievement, but the findings supported the superiority of grammar development in meta-linguistic group. The results revealed higher scores for explicitly corrected (meta-linguistic awareness) learners than implicitly corrected (recasts) ones. The findings lend support to the argument concerning the role of meta-linguistic awareness in language learning.
Highlights
Error correction has always been a very important step in the learning process
The current study examines the effect of recasts and meta-linguistic error correction feedbacks and changes in English as a foreign language (EFL) learners' English language grammar achievement
After administrating the Cambridge Placement Test (CPT), 50 students who were randomly and assigned to recast and meta-linguistic awareness group (25students in each group) were selected as the sample of this study.The data were collected through classroom grammar test
Summary
Different studies suggest that future research on error correction look for individual learner differences, which influence whether and how learners process the feedback they receive (Sheen, 2011, p.159), to track EC mechanisms and its effects (Kim, 2004; Mackey, 2006; Rezaei & Mozaffari, 2011; Russell, 2009; Yang & Lyster, 2010). Corrective feedback in the form of recasts has attracted considerable attention from SLA theorists and researchers and has been investigated in a number of descriptive and experimental studies (for recent overviews, see Ellis & Sheen, 2006; Leeman, 2007;Nicholas, Lightbown, & Spada, 2001; Russell & Spada, 2006).Yet,whether and towhat extent recasts facilitate learning remains a controversial issue (e.g., Long, 2006; Lyster, 2007). It is believed that recasts make an ideal context for learning to happen (Doughty, 2001; Long, 1996)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
