The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
الموضوعات : Journal of Studies in Learning and Teaching English
Farzaneh Bahadori
1
(Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran.)
Mohammad Bavali
2
(Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran.)
Mohammad Javad Riasati
3
(Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran.)
Samad Mirza Suzani
4
(Department of Foreign Languages, Marvdasht branch, Islamic Azad University, Fars, Iran.)
الکلمات المفتاحية: intensive recasts, EFL grammar, extensive recasts, EFL vocabulary, working memory,
ملخص المقالة :
The view of learning from our errors in an EFL learning context as the subject of myriad applied linguistic studies has not yet taken root. Thus, the impact of extensive and intensive recasts on grammatical and lexical development in EFL context along with the students’ insights of recasts and the role of working memory was evaluated in this study and a quasi-experimental design was employed. The participants included 59 Iranian EFL students. Instruments of the study included an Oxford placement test of English, speaking and writing assignments and a working memory survey. Five short stories were presented during the experiment. The intensive recast group received feedback only on articles and theme words whereas the extensive recast group received feedback on any mistake that occurred throughout communication. The ANOVAs’ results showed that recasts had a helpful effect on EFL learning. A large effect size was indicated for the intensive group, outscoring the extensive group and the control group. Chi-square analysis of the interviews demonstrated a significant and positive difference on the perception of recasts by students of the intensive condition. Working memory was also positively correlated with the scores of learners in the intensive group. Therefore, higher SD learners revealed a higher improvement on oral tasks while higher AD learners were greater on the written tasks. A thorough study of the results implies a rich ground on the effect of recasts and WM in education, helping both teachers and students to a great extent in their teaching and learning journey.
