Using Recast and Elicitation to Boost Speaking Accuracy: An Impulsivity/Reflectivity Analysis

Articles in Press

Document Type : Research Paper

Authors

Central Tehran Branch, Islamic Azad University

Abstract

This present study sought to compare the effect of two modes of corrective feedback, i.e., recast and elicitation, on the speaking accuracy of impulsive and reflective EFL learners. In doing so, 95 intermediate EFL learners who were studying at Tehran’s Kish Language School were selected through nonrandom convenience sampling and sat for the Impulsivity Sub-Scale of Eysenck’s Impulsive Questionnaire (EIQ). A total of 15 learners who were within the middle range were excluded thus leaving 80 impulsive and reflective learners. Subsequently, a sample PET speaking test was administered as the pretest to assess the participants’ speaking accuracy at the outset. Next, the participants were divided into four subgroups: 20 impulsive and 22 reflective learners undergoing a recast treatment and 18 impulsive and 20 reflective participants experiencing elicitation. Once the 16-session treatment ended, another sample PET speaking test was administered as the posttest and all the four hypotheses were tested through a two-way analysis of covariance. The findings demonstrated that both recast and elicitation were significantly effective in improving the participants’ speaking accuracy while the elicitation impulsive group benefited the most compared to others. The pedagogical implications of this research and suggestions for further study are elaborated in the paper.

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Articles in Press, Accepted Manuscript
Available Online from 06 May 2025

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History

  • Receive Date: 11 February 2025
  • Revise Date: 05 May 2025
  • Accept Date: 06 May 2025

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