Recast or Prompt: Which One Does the Trick?

Jafarigohar, Manoochehr; Gharbavi, Abdullah

doi:10.1016/j.sbspro.2014.03.470

Cited by 3 publications

(2 citation statements)

References 30 publications

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“…The recast elicited more uptake than the elicitation did. This result is in contrast to the previous research, which found that recast elicited less uptake than other feedback, including the elicitation (Lyster and Ranta, 1997;Jafarigohar and Gharbavi, 2014;Ito, 2015). Nevertheless, in terms of the frequency of recast, similar results as the previous study were achieved, indicating that recast occured more frequently than other types of feedback.…”

Section: Rq1: What Type Of Feedback Elicits More Uptake?contrasting

confidence: 99%

“…This current study is undertaken in the context of NNS-NNS interaction and focused on two types of feedback, namely recast and elicitation. These types of feedback were chosen because, in the previous study, recast was the most frequent type of feedback used in the classroom (Lyser & Ranta, 1997;Morris, 2005;Jafarigohar and Gharbavi, 2014). In these previous studies, it was found that although it occurred most frequently compared to other types of feedback, recast did not seem to be the most successful type of feedback in eliciting uptake.…”

Section: Introductionmentioning

confidence: 99%

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Identifying EFL Learners’ Uptakes in Response to Corrective Feedback

Rahayu

2020

englie

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Corrective feedback is often intended to draw learners' attention to repair linguistic forms when performing communicative activities. While researchers argue that feedback plays a role in L2 development, some teachers doubt what type of feedback is suitable for certain errors. Another issue is whether or not the given feedback is incorporated or responded by the learners. This current study focuses on two corrective feedback, namely recast and elicitation. It aims to identify which feedback elicits more uptakes from the learners. Besides, since uptakes may come in different forms, the study investigates the types of uptakes generated by learners in response to the given feedback. By involving EFL learners in a communicative task and analysing the feedback and uptake that appeared during the task, it was found that recast has elicited more uptake than elicitation. The uptake yielded includes repetition, acknowledgment, and incorporation, with repetition showing the highest frequency.

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Section: Rq1: What Type Of Feedback Elicits More Uptake?contrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identifying EFL Learners’ Uptakes in Response to Corrective Feedback

Rahayu

2020

englie

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Corrective Feedback in Second versus Foreign Language Contexts

Mayo¹,

Milla²

2021

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

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How Effective are Recasts in Providing Corrective Feedback? - An Analysis of Recent Perspectives

Yin

2021

Int. J. Appl. Linguist. Engl. Lit.

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Inspired by the previous recast literature, this paper aims to investigate whether more explicit recasts are more effective than implicit recasts in second language grammar teaching and learning. Four empirical studies (two classroom-based and two laboratory-based) on implicit and explicit recasts were reviewed. In the two classroom-based studies, recasts were coded as explicit or implicit according to their length, intonation, number of changes, type of change, prosodic emphasis, etc. The effectiveness of recasts was measured by learners’ successful uptake rate and test scores. Conclusion drawn from these two studies is that more explicit recasts (e.g., short, declarative, reduced, one-change) tend to be more effective than implicit recasts in facilitating second language learning. In the two laboratory-based studies, recasts were divided as explicit or implicit mainly according to their intonation and the number of recast moves. Testing instruments included a spontaneous production test, an oral imitation test, and an untimed grammatically judgement test in one study; and an immediate and delayed error identification and correction tasks in the other study. Test scores and error correction rate were collected to measure the effectiveness of different recasts. Results suggest that, in laboratory settings, more explicit recasts might be more effective than implicit recasts or as effective as implicit recasts in grammar teaching and learning.

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Recast or Prompt: Which One Does the Trick?

Cited by 3 publications

References 30 publications

Identifying EFL Learners’ Uptakes in Response to Corrective Feedback

Identifying EFL Learners’ Uptakes in Response to Corrective Feedback

Corrective Feedback in Second versus Foreign Language Contexts

How Effective are Recasts in Providing Corrective Feedback? - An Analysis of Recent Perspectives

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