Abstract
There might always be errors during the learning process which need correction; accordingly, providing corrective feedback is critical. However, the various types of feedback applied during classes...
Highlights
Writing has been claimed to be the most challenging task for second language learners by scholars (e.g. Banaruee, 2016; Richards & Renandya, 2002)
The statistical results obtained from the paired samples t-test run on the performance of the recast group before and after the treatment indicated significant gains, the obtained p-value was 0.0001
It can be concluded that providing the high school EFL learners with recasts on the errors in their writing in particular is probably positively effective in their writing performance development
Summary
Writing has been claimed to be the most challenging task for second language learners by scholars (e.g. Banaruee, 2016; Richards & Renandya, 2002). Skills involved in writing are highly complex (Richards & Renandya, 2002). This complexity becomes still more noticeable when the learners’ proficiency is not high (Banaruee, 2016). Teachers may take advantage of different kinds of correction techniques, such as recasts. Even though scholars such as Ellis (2003) and Sheen (2006) assert that recast is the most common type of correction, the effectiveness of recast has not been investigated in writing performance. The present study sought to find out the effectiveness of recasts on high school EFL learners’ writing performance. The major focus of studies that have investigated the effectiveness of different types of corrective feedback has been the extent to which direct or indirect corrective feedback facilitates improved accuracy
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