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
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.
Processing instruction, Meaningful output-based instruction, Metalinguistic feedback, Recast
Date Deposited : 28 Apr 2014 10:15
Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4550/3741
Last Modified : 28 Apr 2014 10:15
Volume 2, Number 1, - 2013 , ISSN 2325-0887
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