چکیده

The current study aimed to investigate the Iranian EFL Learners Perceptions of Recast during Face to Face, Audio-based and Video-based Mobile Assisted Communication. To accomplish the above mentioned goal, sixty intermediate students who were studying English at two different Language institutes were selected. Of this number, twenty were female and forty were male students. They were placed randomly into three groups namely, face-to-face, audio-based and video-based conditions. The participant s received recasts for their errors during dyadic interactions with their interlocutor and then listened to recorded episodes of their incorrect utterances followed by interlocutor s feedback during stimulated recall interviews. Learners stimulated recall comments were elicited in relation to learners perceptions of recasts they received. Learners responses in stimulated recall interviews were classified as noticing the gap, feedback recognition and non-feedback. Noticing the gap was operationally defined as learner s ability to identify the source of the error for which they received corrective feedback. Learner s responses were classified as feedback recognition whenever they were able to recognize the corrective nature of corrective feedback but failed to locate the source of error. Finally, learners stimulated recall comments were classified as non-feedback when they failed to recognize the corrective nature of feedback. The results of Chi-square analysis revealed that audio-based group had a more accurate perception of recast provided to them compared to the other two groups. The study concludes that mobile-mediated corrective feedback can be as effective as conventional face-to-face feedback.

کليدواژه ها

corrective feedback, recast, mobile-assisted language learning

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Javad Behesht Aeen , 1398 , Investigating Iranian EFL Learners Perceptions of Recast through Mobile- Assisted Communication , اولين کنفرانس بين المللي مطالعات زبان انگليسي