The comparative effects of intensive versus extensive recasts through grammar-focused tasks on Iranian intermediate EFL learners’ grammatical accuracy in writing
الموضوعات : Curriculum Research
Somayeh Hosseini
1
,
Mahdieh Shafipoor
2
,
Morteza Teimourtash
3
1 - Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran
3 - Department of English Language, Science ad Research Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: : Grammar-Focused Tasks, Extensive Recast, Intensive Recast, Recast, EFL Writing,
ملخص المقالة :
Grammatical accuracy has been controversial in L2 writing, and the utility of different types of corrective feedback has been enigmatic. Therefore, the present study attempted to explicate the impact of intensive versus extensive recasts through grammar-focused tasks on Iranian EFL learners’ grammatical accuracy in writing. To do so, 60 Iranian male and female EFL learners were assigned into two experimental groups (i.e., intensive and extensive groups) and one control group. After taking the Oxford Placement Test (OPT), the experimental groups received intended corrective feedback, while the control group did not receive any feedback. Then, the data was analyzed deploying both descriptive and inferential statistics. The results revealed the outperformance of experimental groups compared to the control group in the writing post-test. Also, it was concluded that extensive recast can improve EFL learners’ writing performance much better than intensive recast. The findings have some fruitful pedagogical implications for both teachers and materials developers.
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