The relative effectiveness of recasts and recasts plus repetition on errors of beginner EFL learners

Many descriptive studies of EFL classrooms have identified recasts as a frequent form of feedback which is used by teachers in response to learners’ non-target like oral production. Some of these studies such as Lyster (1998) have suggested that recasts are less effective than other types of feedback because of the implicitness of their corrective force. The present study focused on the provision two feedback types: recasts and recasts plus repetition. The second type was employed to compensate for the implicitness of recasts so that they become more explicit. There were 46 learners who participated who were randomly assigned to three groups. Students of recast group received feedbacks in the form of recasts, the recast plus repetition group received recasts plus twice repetitions and learners of the control group did not receive feedback. Results indicated that recast plus repetition group outperformed the recast and control group in both posttest and delayed posttest. This study suggests that recasts equipped with repetitions are stronger that recasts alone and they work better in leading to L2 development.

Keywords:

corrective feedback , recast , repetition