The Effect of Intensive versus Extensive Recasts and Textual Enhancements on Iranian EFL Learners’ Grammatical and Lexical Development: Exploring Students' Perceptions in Online Classes Considering the Role of Working Memory Capacity

Subject Areas :

Farzaneh Bahadori ¹ , Mohammad Bavali ² , Mohammad Riasati ³ , Samad Mirza Suzani ⁴

1 - Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran.
2 - Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran
3 - Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran.
4 - Department of Foreign Languages, Marvdasht branch, Islamic Azad University, Fars, Iran.

Received: 2023-08-17 Accepted : 2023-09-11 Published : 2023-04-01

Keywords: Intense and extensive educational approaches, verbal revisions versus textual improvements, memory function, students’ perceptions, online classes,

Abstract :

This study addresses the dearth of research on the interplay between textual enhancements (TE), recasts, and working memory capacity in SLA. Investigating extensive versus intensive recasts and TEs, it explores their impact on grammatical and lexical growth in EFL context. Additionally, students' perceptions of recasts and the role of working memory capacity are evaluated. Experimental groups included intensive/extensive vocabulary and grammar TE/recasts conditions, alongside a control group. Pre/post-tests, interviews, and a working memory questionnaire were used. Results indicate recasts' facilitative effect, with intensive recasts outperforming extensive recasts and TEs in promoting grammatical and lexical development among high working memory capacity learners. Learners in the intensive recasts group had accurate error perceptions. Working memory correlated with intensive recasts' gains, with high Storage and Attention Domains showing development in oral and written tasks. These findings illuminate the efficacy of TE, recasts, and working memory, offering valuable insights for educators and learners alike.

References:

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