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
(Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran)
Mahdieh Shafipoor
2
(Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran)
Morteza Teimourtash
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.
Arege, J. B. (2010). Exploring some effects of different types of error correction feedback on ESL student
Arnaudet, M. L., & Barrett, M. E. (1990). Paragraph development: A guide for students of English. Prentice Hall Regents.
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing. 9(3), 227-258.
Batstone, R. (1994). Grammar. Oxford University Press.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191-205. https://doi.org/10.1016/j.jslw.2005.08.001
Carroll, S. E. & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of learning. Studies in Second Language Acquisition, 15(3), 357-386. https://doi.org/10.1017/s0272263100012158
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296. https://doi.org/10.1016/s1060-3743(03)00038-9
Chastain, K. (1988). Developing second language skills: Theory and practice. Harcourt Brace Jovanovich, Inc.
Chun, A. E., Day, R. R., Chenoweth, A., & Luppescu, S. (1982). Errors, interaction, and correction: A study of native-nonnative conversations. TESOL Quarterly, 16(4), 537-547. https://doi.org/10.2307/3586471
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92(2), 232-249. https://doi.org/10.1111/j.1540-4781.2008.00716.x
Ellis, R. (2001). Introduction: Investigating form‐focused instruction. Cambridge University Press.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(3), 339-368. https://doi.org/10.21832/9781847691767-015
Fahim, M., & Montazeri, M. (2013). The impact of metalinguistic corrective feedback on EFL learners’ levels of lexical resource and grammatical range and accuracy in their oral proficiency. International Research Journal of Applied and Basic Sciences, 4(7), 1776-1782.
Fathman, A. K., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178-190). Cambridge University Press.
Ghoorchaei, B., Tavakoli, M., & Ansari, D. N. (2010). The impact of portfolio assessment on Iranian EFL students’ essay writing: A process-oriented approach. GEMA Online Journal of Language Studies, 10(3), 122-142. https://doi.org/10.47191/ijsshr/v4-i11-20
Greenslade, T., & Félix-Brasdefer, J. C. (2006). Error correction and learner perceptions in L2 Spanish writing. In C. A. Klee & T. L. Face (Eds.), 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 185-194). Cascadilla Proceedings Project.
Harmer, J. (2003). How to teach writing. Longman-Pearson Publications.
Hyland, K. (1998). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.5040/9781350037939.0034
Hyland, K. (2003). Second language writing. Cambridge University Press.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., & Hartfield, V. F. (1981). Testing ESL composition: A practical approach. Newbury House.
Kamiya, N. (2015). The effectiveness of intensive and extensive recasts on L2 acquisition for implicit and explicit knowledge. Linguistics and Education, 29(1), 59-72. https://doi.org/10.1016/j.linged.2014.11.002
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal, 75(3), 305-313. https://doi.org/10.1111/j.1540-4781.1991.tb05359.x
Kim, J. H. (2004). Issues of corrective feedback in second language acquisition. Working Papers in TESOL & Applied Linguistics, 4(2), p.1-24. https://doi.org/10.1017/9781108589789.003
Kim. H., Mathes, G. (2001). Explicit and Implicit corrective Feedback. The Korea TESOL Journal, 4(1), 57-72.
Liu, Y. (2008). The effects of error feedback in second language writing. Journal of Second Language Acquisition and Teaching, 15(1), 65-79.
Long, M., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82(3), 357–371. https://doi.org/10.1111/j.1540-4781.1998.tb01213.x
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399-432.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 22(1), 37-66. https://doi.org/10.1017/s0272263197001034
Nunan, D. (2003). Practical English language teaching. McGraw-Hill Publications.
Rezaei, S., Mozaffari, F., & Hatef, A. (2011). Corrective feedback in SLA: Classroom practice and future directions. International Journal of English Linguistics, 1(1), 21. https://doi.org/10.5539/ijel.v1n1p21
Richards, J. C., & Schmidt, R. W. (2002). Longman dictionary of language teaching and applied linguistics. Routledge.
Sarandi, H. (2015). Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond…? Language Testing, 32(4), 485-501. https://doi.org/10.1177/0265532214564504
Selinker, L. (1992). Rediscovering interlanguage. Longman Publication.
Semke, H. (1984). The effects of the red pen. Foreign Language Annals, 17(2), 195-202. https://doi.org/10.1111/j.1944-9720.1984.tb01727.x
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 235-255. https://doi.org/10.1016/j.system.2009.09.002
Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23(1), 103- 110.
Sukur, M., & Demerican, F. (2020). The effects of intensive and extensive recasts on learning the third person singular. Research on Youth and Language, 14(2), 58-75. https://doi.org/10.1111/modl.12387
Suzuki, W., Nassaji, H., & Sato, K. (2019). The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing. System, 81(1), 135-145. https://doi.org/10.1016/j.system.2018.12.017
Tavakoli, H. (2012). A dictionary of research methodology and statistics in applied linguistics. Rahnama Press.
Tedick, D. J., & de Gortari, B. (1998). Research on error correction and implications for classroom teaching. ACIE Newsletter, 1(3), 1-6.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(3), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Van-Ha, X., & Murray, J. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 211-240. https://doi.org/10.1177/1362168820931897
Wang, Y. H., & Liao, H. C. (2008). The application of learning portfolio assessment for students in the technological and vocational education system. Asian EFL Journal, 10(2), 132-154.
Williams, C., & Polio, J. (2009). Teaching and testing writing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 134-167). Wiley Online Library.
writing [Unpublished doctoral dissertation]. University of Chicago.
Wu, C. H. (2007). Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance [Unpublished doctoral dissertation]. The Ohio State University.
Zemach, D. E., & Rumisek, L. A. (2005). Academic Writing: From Paragraph to Essay. Macmillan.
Zheng, Y., & YU, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37(1), 13-24. https://doi.org/10.1016/j.asw.
