Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
The effect of input-based and output-based feedback on the short-term development of AFL learners' inter-language
This quasi-experimental study was designed to investigate the role and value of two major interactional feedback techniques: recasts and elicitations in communicative Egyptian Colloquial Arabic (ECA) classrooms. A preliminary pilot study based on observing 20 AFL classes suggested to the author of t...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
AUC Knowledge Fountain
2013
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| Summary: | This quasi-experimental study was designed to investigate the role and value of two major interactional feedback techniques: recasts and elicitations in communicative Egyptian Colloquial Arabic (ECA) classrooms. A preliminary pilot study based on observing 20 AFL classes suggested to the author of this paper that both recasts and elicitations are widely used in correcting learners' grammatical mistakes, especially subject-verb agreement errors (50%, and 30% for recasts and elicitations, respectively). Accordingly, the purpose of the current classroom-based study is to investigate which of the two feedback strategies, under investigation, could lead to substantial changes in Arabic as a Foreign Language (AFL) learners' inter-language, in terms of the effect these strategies might have on the short-term development of AFL learners' target- like ECA subject-verb agreement forms. Pretest- immediate/delayed posttests were used to investigate the impact of recasts (an input-based feedback) and elicitations (an output-based feedback) on 24 AFL low intermediate learners. Four experimental groups were formed: two recasts groups with 10 participants, and two elicitations groups with 14 participants. The results of the immediate post-test, which was carried out on the same day of the treatment, showed no significant effect for both recasts and elicitations on learners' immediate pick-up of target-like ECA subject-verb agreement forms. However, the two elicitations groups significantly outperformed the two recasts groups on the delayed posttest, which was carried out two days after the treatment. The results of the delayed posttest also showed that the two elicitations groups significantly benefited more than the two recasts groups in terms of their recall of target-like ECA subject-verb agreement forms, which further added to the learners' inter-language development. |
|---|