The Relationship between Recast and Noticing Sensed by Basic Level EFL Learners

Abstract

The role of corrective feedback, especially recast, has become a highly controversial issue in language learning. In this study, the researcher intended to see which kind of recast resulted in better noticing on the part of learners. In doing so, 32 EFL learners at the elementary level participated in the current research. They were divided in two different groups, one included 18 and the other 14 learners.  The study aims to help teachers to better understand the effectiveness of full recast and partial recast. Chi Square and Paired-Samples t-test were run to analyze the data. The hypothesis was retained, thereby showing there is no difference between full and partial recast in improving the learners’ noticing ability.