Oral Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the Teens ESL Classroom

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to prompt, recast or no feedback group, respective. The findings appear to indicate that using prompts and recasts as two kinds of oral corrective feedback were of benefit to students in terms of their ability to detect and correct errors in their own speech when they are learning new vocabularies. However the prompts group was the only one that demonstrated significant increases of vocabulary development as they were operationalized for this study.