Fostering EFL Learners’ Grammar Achievement Using Recasts and Meta-linguistic Awareness Error Correction Feedbacks

Abstract

The current study examines the effect of recasts and meta-linguistic error correction feedbacks and changes in EFL learners' English language grammar achievement. The participants were fifty (25 in each group) intermediate-level EFL learners at an English language institute. This quantitative experimental study was implemented on the basis of pre-test-post-test equivalent-group design. After administrating the CPT, 50 students (based on the Cambridge Assessment Criteria) who were randomly and equally assigned to recast and meta-linguistic awareness group (25students in each group) were selected as the sample of this study.The data were collected through classroom grammar test (pre- and post-tests). Both groups promoted in terms of grammar achievement, but the findings supported the superiority of grammar development in meta-linguistic group. The results revealed higher scores for explicitly corrected (meta-linguistic awareness) learners than implicitly corrected (recasts) ones. The findings lend support to the argument concerning the role of meta-linguistic awareness in language learning.