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International Journal of English Language Education

.: Home > International Journal of English Language Education > 2013 > Volume 2 Number 1 > 1. Azar Hosseini Fatemi; 2. Zari Sadat Seyyedrezaie (Corresponding author); 3. Vahideh Sadat Vahedi.

Comparative Effects of Recast and Metalinguistic Corrective Feedback in Processing Instruction versus Meaningful Output-based Instruction on the Acquisition of Comparative and Superlative Adjectives

1. Azar Hosseini Fatemi; 2. Zari Sadat Seyyedrezaie (Corresponding author); 3. Vahideh Sadat Vahedi.
1. English Department, Ferdowsi University of Mashhad, Iran; 2. Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University Aliabad Katoul, Iran; 3. Islamic Azad University, Qaenat Branch, Qaenat, Iran
Abstract :
The present study intended to investigate the possible effects of two different types of 
implicit and explicit corrective feedback (recast and metalinguistic corrective feedback) and 
two types of grammar instruction, that is Processing Instruction (PI) as an input- based 
approach and Meaningful Output- Based Instruction (MOBI) with output orientation on 
learners' acquisition of comparative and superlative adjectives. To this end, 120 participants 
selected out of 140 Iranian freshman EFL learners, who had taken the pre-university English 
course, took part in the study. They were assigned into two main instructional groups (PI/ 
MOBI), each divided into two subgroups, one exposed to metalinguistc corrective feedback and the other to recast one. First, a pretest was administered to determine whether the 
possible effects gained at the end of the experiment resulted from the treatment itself or was 
partly due to some prior knowledge of learners. Two weeks after administering the pretest, 
the treatment started out and the study groups received the instruction of the target structures. 
At the end of the treatment, the students were given a posttest. The gathered data were 
analyzed through three independent samples t- tests. The results revealed that learners 
receiving recast in PI group outperformed their counterparts receiving metalinguistic 
feedback in the same group. Conversely, learners receiving metalinguistic feedback in MOBI 
group showed higher grammatical gains than those who received recast. Concerning the 
general effectiveness of two instructional models, no statistically significant difference was 
found, though PI group performed better than MOBI one. In sum, this study confirmed the 
view that providing the opportunity for giving feedback in juxtaposition with the instructional 
approach triggers noticing the gap between interlanguage and the target forms, which in turn 
improve the acquisition of L2 grammar. 
Keywords :
Processing instruction, Meaningful output-based instruction, Metalinguistic feedback, Recast

Date Deposited : 28 Apr 2014 10:15

Last Modified : 28 Apr 2014 10:15

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Volume 2, Number 1, - 2013 , ISSN 2325-0887

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