Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense
The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-02-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/7/1/40 |
| _version_ | 1827628649218572288 |
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| author | Sophia Ioannou Dina Tsagari |
| author_facet | Sophia Ioannou Dina Tsagari |
| author_sort | Sophia Ioannou |
| collection | DOAJ |
| description | The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students’ proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners’ classes (<i>n</i> = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants’ development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback. |
| first_indexed | 2024-03-09T13:36:25Z |
| format | Article |
| id | doaj.art-c9d8c4c80c1c4e00960e8708e584637b |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-09T13:36:25Z |
| publishDate | 2022-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-c9d8c4c80c1c4e00960e8708e584637b2023-11-30T21:12:38ZengMDPI AGLanguages2226-471X2022-02-01714010.3390/languages7010040Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past TenseSophia Ioannou0Dina Tsagari1School of Modern Greek, University of Cyprus, Nicosia 1678, CyprusDepartment of Primary and Secondary Teacher Education, Faculty of Education and International Studies, 0167 Oslo, NorwayThe role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students’ proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners’ classes (<i>n</i> = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants’ development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback.https://www.mdpi.com/2226-471X/7/1/40interactional feedbackform-focused instructionrecastsmetalinguistic feedbackGreek as a second language |
| spellingShingle | Sophia Ioannou Dina Tsagari Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense Languages interactional feedback form-focused instruction recasts metalinguistic feedback Greek as a second language |
| title | Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense |
| title_full | Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense |
| title_fullStr | Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense |
| title_full_unstemmed | Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense |
| title_short | Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense |
| title_sort | effects of recasts metalinguistic feedback and students proficiency on the acquisition of greek perfective past tense |
| topic | interactional feedback form-focused instruction recasts metalinguistic feedback Greek as a second language |
| url | https://www.mdpi.com/2226-471X/7/1/40 |
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