The effect of Explicit and Recast Feedback on the Intermediate EFL Learners’ Listening Self-efficacy
Year: 2014
Type: article
Abstract: . In this quasi-experimental study, the effect of two types of Corrective Feedback on the Intermediate EFL Learners ’ Listening Self-efficacy Beliefs was investigated. Forty four subjects were selected out of fifty six EFL learners. They were randomly divided into two experimental groups one with explicit and the other with recast feedback and one control group with no feedback. To investigate the pre-existing listening self-efficacy differences among participants, a listening self-efficacy questionnaire was administered at the beginning of the term. After the treatment was fulfilled for each group during a term, the very listening self-efficacy questionnaire was applied in order to measure the effectiveness of the feedbacks in listening self-efficacy of each group. The results of the one-way ANOVA indicated the effectiveness of both Corrective Feedback types in listening self-efficacy; moreover, it was concluded that between two Corrective Feedback types the explicit one was more effective in improving learners ' listening self-efficacy. The results of this study can be useful for teachers in teaching methodology related to error correction and it can be beneficial for teacher trainers in pre-service and in-service courses. Key words: corrective feedback (CF), explicit, recast feedback, listening
Author: Samane Naderi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2105047621