Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among FFI classes, the prompts condition outperformed the recasts and no-feedback conditions, most clearly on written tasks and to a lesser degree on oral tasks. → Roy Lyster 2004

Evidence¶

Roy Lyster 2004¶

Roy Lyster. (2004). DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION. Studies in Second Language Acquisition, Volume 26, Issue 3. https://doi.org/10.1017/S0272263104263021

q3 · i? · causal · r1

Classroom comparison in which each of the three FFI teachers implemented a different feedback treatment: "recasts, prompts, or no feedback." Results favored prompts over recasts and no feedback, with the advantage strongest on written tasks and weaker on oral tasks.

"Results of the written tasks in particular, and to a lesser degree the oral tasks, revealed that FFI is more effective when combined with prompts than with recasts or no feedback, as a means of enabling L2 learners to acquire rule-based representations of grammatical gender and to proceduralize their knowledge of these emerging forms."

Discussion¶

Related Claims¶

• Producing modified output involving developmentally advanced question forms in response to negative feedback is the only significant predictor of ESL question development — the general claim this finding bears on, with the studies behind it
• Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning — a broader claim this one bears on
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — a broader claim this one bears on
• Higher task complexity is associated with lower written production of the target form among child learners receiving recasts — related
• Child EFL learners receiving recasts in task-based lessons improve their production of third person singular -s from pretest to posttest, in a study with no no-recast comparison group — related
• Task complexity shows no significant effect on child learners' oral production of the target form when receiving recasts — related
• Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests — related
• Traditional form-focused instruction produces significant gains in production but not in comprehension — related
• The provision of negative feedback alone did not significantly predict ESL question development in this study — related
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — a broader claim this one bears on
• High-proficiency L2 learners benefited equally from prompts and recasts — related