Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features

다국어 초록 (Multilingual Abstract)

This study aimed at investigating the effects of Task-Supported Language Instruction (TSLI) and two oral corrective feedbacks i.e., situated recast (SR) and negotiated feedback (NF) on the learners’ development of grammatical features: be-passive voice. We utilized a quasi-experimental design on four intact-class encompassing 127 third-semester EFL learners assigned to one control group and three experimental groups. A mixed-design repeated measure analysis of variance (RM-ANOVA) was applied to gauge the development of both individuals within the groups and the comparisons between groups. The finding reveals that there is no significant development between pre and post-test depicted in the control group. By contrast, there is a significant development from pre to post-test in the experimental groups in which TSLI + NF has the largest effect sizes of TSLI + SR as well as TSLI-only group. Furthermore, TSLI + SR and TSLI + NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. We interpret these findings as showing that a dynamic explicit-implicit oral corrective feedback embedded in the explicit instruction provide more potent than those task only and control group on the learners’ development of be-passive voice.

목차 (Table of Contents)

• Abstract
• Introduction
• Literature Review
• The Need for a Dynamic Explicit-Implicit Oral Corrective Feedback
• Task Based-Instruction: Mediating Variable
• Be-passive Voice
• Method
• Participants
• Instruments
• Task and Oral Corrective Feedback Procedures
• Data Analysis
• Result
• Effects of the Treatments on Explicit Knowledge
• Effects of the Treatments on Implicit Knowledge
• The Comparison between Groups
• Discussion
• TSLI on Learners’ Explicit and Implicit Knowledge
• TSLI and Situated Recast on Learners’ Explicit and Implicit Knowledge
• TSLI and Negotiated Feedback on Learners’ Explicit and Implicit Knowledge
• Conclusion
• Acknowledgements
• The Authors
• References

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