Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across proficiency levels, learners who received prompts outperformed learners who received recasts on knowledge of 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 · r1

Quasi-experimental study of 64 grade 6 intensive ESL learners in three intact classes assigned to recast, prompt, or control conditions. The article reports that "prompts were more effective than recasts" overall for learning his and her. No effect size is printed in the available text.

"Results also indicated that, overall, prompts were more effective than recasts and that the effectiveness of recasts depended on the learners' proficiency."

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
• All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related
• Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — a narrower finding that bears on this claim
• Low-proficiency L2 learners benefited significantly more from prompts than from recasts — a narrower finding that bears on this claim
• 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
• 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
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — 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
• Explicit metalinguistic feedback outperforms recasts on the delayed oral imitation posttest measuring implicit knowledge — related
• Explicit metalinguistic feedback outperforms recasts on the delayed grammaticality judgment posttest — related
• The provision of negative feedback alone did not significantly predict ESL question development in this study — related
• High-proficiency L2 learners benefited equally from prompts and recasts — related
• Explicit instruction facilitates the acquisition of L2 grammar — related