Metalinguistic feedback and recasts, but not clarification requests, significantly improve Iranian EFL learners' wh-question performance on an immediate post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Only recasts and metalinguistic feedback had a significant effect on learners' post-test performance; clarification requests did not differ from the control group. → Ehsan Rassaei 2011

Evidence¶

Ehsan Rassaei 2011¶

Ehsan Rassaei, Ahmad Moinzadeh. (2011). Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners. English Language Teaching, 4(2). https://doi.org/10.5539/elt.v4n2p97

q2 · i? · causal · r2

Quasi-experimental study of 134 Iranian EFL learners in four intact classes; one-way ANOVA on immediate post-test grammaticality judgment scores gave F (3, 130) = 33.3, with Tukey post-hoc comparisons showing "No statistically significant difference, on the other hand, was observed between clarification and control groups."

"The results of Tukey's post-hoc comparisons for post-test scores revealed significant differences between recast and metalinguisitc groups, recast and clarif ication groups, metalinguisitic and clar ification groups, recast and control groups and finally metalinguisitc and control groups. No statistically significant difference, on the other hand, was observed between clarification and control groups."

Discussion¶

Related Claims¶

• 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
• Metalinguistic feedback outperforms recasts on the immediate post-test, but the two do not differ significantly on the delayed post-test — related
• Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different — related
• Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods — a broader claim this one bears on
• 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
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — a broader claim this one bears on
• All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related
• Explicit correction improves adult L2 learners' responses on corrected suffixation items during the feedback session — related
• AI-mediated language instruction produces significantly greater English learning achievement gains than traditional instruction among EFL learners — related
• Explicit correction did not produce evidence of learned morphological generalizations to novel stimuli in adult L2 learners — related