Abstract
This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilinguals who learn English as a third language. 39 lower-intermediate Kurdish-Arabic bilingual learners of English were tested on three tests: pre-, post-, and delayed post-tests. The participants were randomly put into three groups: (1) prompt group (n =15), (2) recast group (n = 14), and (3) no feedback group (n = 10). Each group completed 28 dialogues, which included articles in a Forced Choice Elicitation Task (FCET) as a pre-test. The same test was given to the three groups as post- and delayed post-tests. Between the pre-test and the post-test, the prompt and recast groups took a treatment which involved an interactional activity that aimed the FCET, in which the former took CF in the form of prompts, and the latter took it as recasts for their article errors in L3 English.Results showed that all groups were the same in the pre-test. In addition, both the prompt and recast groups were similar in post-test but were significantly better than the group which did not receive any feedback. In delayed post-test, the prompt group significantly outperformed the other two groups. These findings suggest that prompts are more effective than recasts in providing oral feedback over the long term. The error analysis, on the other hand, revealed that among the four contexts of articles, all students had the highest error rate in the [-def, +spec] context in both pre- and post-tests. These were substitution errors rather than omission errors, which shows that the students fluctuated between definiteness and specificity settings. In delayed post-test, the prompt group significantly made fewer errors than the other two groups.
Highlights
The role of Corrective Feedback (CF) in Second Language (L2) learning has attracted considerable attention from L2 researchers who have been interested in the question of how learners’ errors are useful in improving L2 learning
This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilinguals who learn English as a third language. 39 lower-intermediate Kurdish-Arabic bilingual learners of English were tested on three tests: pre, post, and delayed post-tests
This paper aims to examine the comparison of prompts and recasts in providing feedback for article errors made by Kurdish-Arabic bilingual adolescent learners of L3 English classrooms
Summary
The role of Corrective Feedback (CF) in Second Language (L2) learning has attracted considerable attention from L2 researchers who have been interested in the question of how learners’ errors are useful in improving L2 learning. Lyster and Ranta (1997) found that recasts are the most common and preferred technique employed by foreign language teachers in spite of the fact that they are the least effective feedback technique. They conclude that student-generated corrections are important in language learning since they show effective immersion in the process of a students’ language learning, and this effective immersion arises when there is the negotiation of form. They found medium to large effects for recasts They calculated an effect size for one study (Carroll & Swain, 1993) that compared implicit with explicit CF types, and they found a large elt.ccsenet.org
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