Unraveling the Impact of Recasts, Working Memory, and Textual Enhancements on EFL Learning: Intensive vs. Extensive Approaches

Subject Areas : Journal of Studies in Learning and Teaching English

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

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, Marvdasht branch, Islamic Azad University, Fars, Iran.

Received: 2023-05-13 Accepted : 2023-06-01 Published : 2023-10-01

Keywords: Intense and extensive educational approaches, verbal revisions versus textual improvements, language proficiency development, memory function,

Abstract :

One of the challenges in English Language Learning (ELL) research is understanding the impact of different instructional techniques on grammatical and lexical growth. This study addresses this challenge by investigating the effects of extensive versus intensive recasts and textual enhancements (TEs) on Foreign Language (FL) development, while considering the role of working memory capacity and students' perceptions. A quasi-experimental design was implemented, involving four experimental groups and one control condition. The results of one-way ANOVA and mixed between-within group ANOVAs revealed the facilitative effect of recasts on English as a Foreign Language (EFL) learning. Specifically, the intensive recasts group demonstrated significantly higher performance compared to the extensive recasts group, intensive TE group, extensive TE group, as well as the control group, in both tests. The study also examined students' perceptions through interviews, which indicated a notable difference in accurate perception of recasts. Students in the intensive recasts condition exhibited a higher level of accuracy compared to those in the extensive recasts group. Conversely, the extensive recasts group displayed limited error detection. Additionally, a significant correlation between working memory and learners' gain scores was observed in the intensive recasts condition. This suggests that learners with higher storage capacity demonstrated more substantial development in oral tasks, while learners with higher attention domain exhibited greater improvements in written tasks. By shedding light on these findings, this study contributes to our understanding of effective instructional techniques and their impact on EFL development.

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