Recasts or Prompts? Which One is More Effective on Pronunciation of Iranian Third Grade EFL High School Learners?

This study focused on the effectiveness of two CF techniques –recasts and prompts – on L2 learners’ pronunciation learning. Forty-five female third grade EFL Iranian learners were corrected on their pronunciation errors using recasts or prompts. The learners were divided into 3 groups randomly labeled as prompt, recast, and control. Each group included 15 learners. A pre-test, an immediate post-test, and a delayed post-test were administered. The 6th version of Narcis Dictionary Software was used to administer the mentioned tests and 30 new words from the learners’ own textbook was used in testing the pronunciation of learners and the entire study took 11 weeks. The scores the learners received on these tests were statistically analyzed. Results of repeated measures ANOVAs revealed that explicit feedback (prompt) is, overall, more effective than implicit feedback (recast).

Keywords:

corrective feedback , prompt , recast , pronunciation