RT journal article
T1 The effect of input modality on German as a FL learners’ provision of recasts in oral peer interactions
A1 Kirchhoff, Natalie
A1 Dávila Romero, Raul
A2 Filología Francesa e Inglesa
K1 Classroom tasks
K1 Corrective feedback
K1 Foreign language acquisition
K1 Input modality
K1 Peer interaction
AB Interaction between learners is proven to be beneficial for second and foreign language acquisition. This article reports on a quasi-experimental study conducted in a German as a foreign language (GFL) classroom in a university in Spain. The study explored the effect of input modality on the provision of recasts in oral peer interactions. Two intact classes of GFL, one with 12 and the other with 16 learners, participated in six oral interaction tasks. The researchers divided the two classes into two groups: one group was only exposed to aural and visual input, while the other also received written input. Audio recordings and full written transcripts of learners’ oral peer interactions in the two groups were made and the frequency and nature of recasts were analysed quantitatively in order to examine the effect of input modality on the production of this corrective feedback type. Results suggested that input modality impacted the way learners interacted with each other. Findings showed that learners who were not provided with written input provided significantly more recasts to each other. Results also revealed that the nature of the recasts (i.e., form-, lexical and pronunciation-focused recasts) that learners produced was input modality dependent. Since the provision of recasts is beneficial for second and foreign language acquisition, the results indicate that teachers and task designers should consider input modality as a relevant task design variable
PB Universitas Pendidikan Indonesia
SN 2301-9468
YR 2022
FD 2022-09-30
LK http://hdl.handle.net/10498/29765
UL http://hdl.handle.net/10498/29765
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 10-may-2026