Effects of Form-Focused Practice and Feedback: A Multisite Replication Study of Yang and Lyster (2010)

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  • Nadia Mifka-Profozic
    University of York
  • Jennifer Behney
    Youngstown State University
  • Susan M. Gass
    Michigan State University
  • Marijana Macis
    Manchester Metropolitan University
  • Gaia Chiuchiù
    Accademia Lingua Italiana Assisi
  • Giulia Bovolenta
    University of York
Abstract We conducted a multisite replication of Yang and Lyster's (2010) study investigating the effects of recasts and prompts on learning English regular and irregular past tense. Our study was conducted with intact high school and vocational school classes in Italy and Bosnia. Our participants were young adolescents (14?15 and 16?17 years old), a population that has been largely ignored in second language acquisition (SLA) research. We followed the design of the original study, but we also included a few modifications regarding the elicitation materials. The findings from our study did not fully align with Yang and Lyster's results. We found no effect of group and no evidence of the superiority of either prompts or recasts in either written or oral data in either Bosnia or Italy. However, we found a steady increase in scores over time from pretest to posttests in oral data in all groups at both sites.

Keywords

  • corrective feedback, prompts, recast
Original languageEnglish
Pages (from-to)1164-1210
JournalLanguage Learning
Volume73
Issue number4
Early online date29 Nov 2023
DOIs
Publication statusPublished - 12 Dec 2023
Externally publishedYes

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