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¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Child learners' oral and written production of the third person singular -s form improved significantly after task performance with recasts. → Lihui Lv & Chunyan Liu 2022
Evidence¶
Lihui Lv & Chunyan Liu 2022¶
Lihui Lv & Chunyan Liu. (2022). Recast, Task Complexity and Child Learners' L2 Development. English Language Teaching, 15(9). https://doi.org/10.5539/elt.v15n9p95
q2 · i? · causal · r1
Quasi-experimental pretest-posttest study of 92 Grade-5 learners in three intact classes; paired-samples t-tests compared pretest and post-test scores. Oral scores rose from 0.00 to 0.84 and written from 6.78 to 10.59, with the article reporting "recasts have a positive effect on learning the target form".
"The paired sample t-test showed significant difference (t=-4.447, p=0.000<0.01) between the pretest and post-test of oral production scores of all participants. The results indicated that recasts have a positive effect on learning the target form."
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 and recasts, but not clarification requests, significantly improve Iranian EFL learners' wh-question performance on an immediate post-test — related
- Metalinguistic feedback outperforms recasts on the immediate post-test, but the two do not differ significantly on the delayed post-test — related
- Task complexity shows no significant effect on child learners' oral production of the target form when receiving recasts — related
- Higher task complexity is associated with lower written production of the target form among child learners receiving recasts — 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
- 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
- Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — related
- AI-mediated language instruction produces significantly greater English learning achievement gains than traditional instruction among EFL learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
recasts-facilitate-child-efl-third-person-s-development |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lihui-lv-chunyan-liu-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.