THE EFFECT OF RECAST VS. SELF_CORRECTION ON THE IMPROVEMENT OF WRITING ABILITIES OF IRANIAN HIGH SCHOOL EFL STUDENTS

THE PRESENT STUDY AIMS TO INVESTIGATE THE EFFECT OF RECAST VS. SELF-CORRECTION ON THE IMPROVEMENT OF WRITING ABILITIES OF IRANIAN HIGH SCHOOL EFL STUDENTS. THE MAIN QUESTION THAT THE RESEARCH TRIED TO ANSWER WAS WHETHER RECAST (IMPLICIT FEEDBACK) VS. SELF-CORRECTION OF STUDENTS' LANGUAGE ERRORS HAS ANY INFLUENCE ON STUDENTS' WRITING ERRORS. TO THIS END, THREE INTACT CLASSES AT INTERMEDIATE LEVEL INCLUDING 60 STUDENTS AT A PUBLIC HIGH SCHOOL IN LASHTENESH PARTICIPATED IN THIS STUDY. BEING HOMOGENIZED BY OXFORD QUICK PLACEMENT TEST (QPT), 45 STUDENTS WERE SELECTED, AND THEY WERE RANDOMLY DIVIDED INTO TWO EXPERIMENTAL AND ONE CONTROL GROUPS. AFTER THAT A PRE-TEST OF WRITING WAS ADMINISTERED TO THREE GROUPS. AFTERWARDS, THE PARTICIPANTS IN TWO EXPERIMENTAL GROUPS RECEIVED A 10-SESSION TREATMENT WHILE THE PARTICIPANTS IN THE CONTROL GROUP RECEIVED A 10-SESSION PLACEBO. AT THE END OF THESE 10 SESSIONS, A POST-TEST OF WRITING WAS ADMINISTERED. THE DATA WERE ANALYZED USING SPSS SOFTWARE, AND AN ONE-WAY ANOVA WAS CONDUCTED TO COMPARE THE MEANS OF TWO EXPERIMENTAL AND ONE CONTROL GROUPS IN THE POST-TEST WITH THE ALPHA LEVEL SET AT.05. IT SHOULD BE MENTIONED THAT THE SCORES OF PARTICIPANTS IN THE PRE-TEST PHASE WERE CONSIDERED AS A VARIATION IN THIS STUDY. BASED ON THE RESULT OF THE ANOVA, THE NULL HYPOTHESIS OF THIS STUDY WAS REJECTED. THE RESULT INDICATED THAT IRANIAN HIGH SCHOOL STUDENTS IN TWO EXPERIMENTAL GROUPS RECEIVED HIGH SCORES IN WRITING TEST AFTER BEING TREATED WITH 10 SESSIONS OF TREATMENT. IT ALSO SHOWED THAT ALTHOUGH BOTH CORRECTIVE FEEDBACKS, I. E. RECAST AND SELF-CORRECTION ARE EFFECTIVE TO HELP THE STUDENTS OVERCOME THEIR LANGUAGE PROBLEMATIC AREA AND DECREASE THEIR ERRORS, RECAST PLAYS A SIGNIFICANT ROLE TO ASSIST STUDENTS IN ORDER TO FACILITATE EFL LEARNING AND ENHANCE THEIR WRITING ABILITY.