This action research study was carried out to identify teacher strategies to address students errors and students’ response to and perception on corrective feedback in a group of 11th grade students in Chile. Data was collected through classroom observation, an interview and a questionnaire. The data analysis techniques used were critical incidents for classroom observation and thematic analysis for interview and questionnaire. The results showed the teacher used recasts and prompts to address specific content areas and specific students. Responses from students to corrective feedback were to always self-repair following prompts, but sometimes self-repair following recasts. Their perceptions on the role of error as well as corrective feedback were positive. Through these findings it is expected that the teacher-researcher adjust her practices in order to assist speaking skill training but also provide insights on Chilean context and encourage more teachers to explore further in classroom-oriented settings that are larger and diverse.
The Effect of Recasts versus Meta-linguistic Feedback on EFL Learners’ Grammar Performance at the Faculties of Sciences and Arts (Published)
This study investigated the effect implicit and explicit recasts versus meta-linguistic feedback on EFL Saudi Learners’ grammar performance at the Faculty of Science and Arts. Eighty-six second-level English Department students were randomly assigned into three experimental groups: the implicit recasts group, the explicit recasts group and the meta-linguistic group. While studying their Grammar course, the three groups received three types of feedback respectively. The three groups were pre-post tested using a grammar test prepared by the researcher. Seven hypotheses were formulated and tested. Results obtained from Chi-square, Wilcoxon Signed Ranks Test and Mann-Whitney Test revealed that the three feedback techniques enhanced the participants’ grammar performance. In addition, the explicit recasts group outperformed the other two groups. The superiority of explicit recasts, theoretically, implies a beneficial role for negative evidence in grammar instruction and implies that, pedagogically, explicit recasts is a better choice for teachers than implicit recasts in grammar classes.