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. Manuscript profile

Despite the deep ocean of knowledge on language learning and teaching, the need for further proof of inconsistent data and the demand to stay updated with the context is inventible. This need inspired the present study concerning the effect of extensive versus intensive TEs on grammatical and lexical growth in L2 (English as a Second Language). A quasi-experimental design was applied on 61 ESL students in three intermediate groups. They were divided into two experimental groups, including an intensive TE group and an extensive TE group, and a control group to join five treatment sessions. An Oxford test was first applied, followed by an oral and a written test as the pretest. Similar versions of the oral and written tests were used as the posttest. The findings of ANOVA demonstrated a facilitative effect for intensive TEs on L2 learning. The Tukey's post hoc results showed that the intensive TE group outperformed the extensive TE group and the control group in both tests. The findings provide a deep insight of the teaching methodologies to the educational community. Prospective teachers can also consolidate their knowledge by an accurate insight into the right approach within the relevant context. Manuscript profile

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. Manuscript profile

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. Manuscript profile

This study aimed at investigating the effect of Personal Response System (PRS) on Iranian EFL learners’ motivation and participation. A mixed-methods design was selected to investigate this matter. Participants of this study included 60 Iranian (eighth grade students studying at Bahonar secondary school, Kazeroon in Fars, Iran) and were recruited based on convenience sampling in the form of two intact classes. The researchers implemented the following instruments for the purpose of data collection: Oxford Placement Test (OPT), Motivation Questionnaire, Observation Checklist, and PRS. Both groups of participants took part in 12 English language sessions (each session lasted about 90 minutes) in their high school once a week. The only difference between the two groups was that during the class sessions, the experimental group benefited from PRS. However, in the other group, no use of PRS was made. Data analysis was conducted through descriptive statistics, independent samples t-test and qualitative content analysis of the observed data. The results showed that PRS had a statistically significant effect on the motivation of Ira- nian EFL learners. Moreover, it was indicated that PRS significantly impacted Iranian EFL learners' par- ticipation. Accordingly, EFL teachers are recommended to use this tool in an attempt to increase EFL learners' motivation and participation. Manuscript profile