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

Document Type : Research Paper

Authors

Department of English, CT.C., Islamic Azad University, Tehran, Iran

Abstract

The present study sought to compare the effect of two modes of corrective feedback, that is, 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 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.

Keywords

Main Subjects

References

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
Volume 44, Issue 4
September 2025
Pages 55-74

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

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