THE EFFECT OF TEACHER IMPLICIT CORRECTION THROUGH RECAST VERSUS EXPLICIT SELF-CORRECTION THROUGH ELICITATION ON IRANIAN INTERMEDIATE EFL LEARNERS’ USE OF COLLOCATIONS IN WRITING

Azadeh Alizadeh Vandchali, Majid Pourmohammadi

Abstract


Over the last decades, the vital role of corrective feedback has attracted much attention. However, few studies have considered the effects of feedback on the acquisition of specific lexical items such as collocations. To bridge this gap, the current research was conducted to investigate the effect of two types of feedback, recast and elicitation on the use of collocations in writing. The participants of the study were 45 intermediate EFL learners at Kish Air Institute, in Qaemshahr, Iran, which were homogenized by Solutions placement test. Three intact classes were used, which randomly assigned into two experimental and one control groups. Each group consisted of 15 participants. After the pretest, in the treatment phase, one experimental group received implicit feedback through recast, and the other one received explicit feedback through elicitation, and the control group received no feedback on their collocational errors. Then, the posttest was administered. Finally, the collected data were analyzed by one-way ANOVA. The findings of the current study illustrated that the two experimental groups outperformed the control one, which confirmed the effectiveness of providing feedback in the learning process. Moreover, it was revealed that the recast group performed significantly better than the elicitation group.

 

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feedback, recast, elicitation, collocation

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References


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