Low-proficiency L2 learners benefited significantly more from prompts than from recasts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For low-proficiency learners, prompts produced significantly greater gains than recasts on the target structure. → Ahlem Ammar and Nina Spada 2006

Evidence¶

Ahlem Ammar and Nina Spada 2006¶

Ahlem Ammar and Nina Spada. (2006). ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning. Studies in Second Language Acquisition, Volume 28, Issue 4. https://doi.org/10.1017/S0272263106060268

q3 · i? · causal · r2

Quasi-experimental comparison of recast and prompt conditions with grade 6 Francophone ESL learners, contrasting outcomes by proficiency level. The article reports low-proficiency learners "benefited significantly more from prompts than recasts." No effect size is printed in the available text.

"In particular, high-proficiency learners benefited equally from both prompts and recasts, whereas low-proficiency learners benefited significantly more from prompts than recasts."

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

• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — the general claim this finding bears on, with the studies behind it

• All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related
• High-proficiency L2 learners benefited equally from prompts and recasts — related
• Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning — a broader claim this one bears on
• Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different — related
• The provision of negative feedback alone did not significantly predict ESL question development in this study — related