Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23216
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dc.rights.licenseCC BY-NC-ND: Attribution-Noncommercial-No Derivatives 3.0 AUen
dc.contributor.authorLi, Huifangen
dc.coverage.spatialnorthlimit=51.598591852259; southlimit=19.281622512621; westlimit=76.948851048944; eastLimit=134.78088229895; projection=WGS84en
dc.coverage.spatialA University in Chinaen
dc.coverage.temporal2008-03-01 to 2008-06-30en
dc.date.accessioned2018-06-05T16:50:00Z
dc.date.issued2018-06-05-
dc.identifier.urihttps://hdl.handle.net/1959.11/23216en
dc.description.abstractThe dataset comprises data collected from two tests (i.e. pre-test and post-test) and a survey. The two tests examined 90 university students’ performance on question and past tense forms, whereas the survey covered 60 students’ responses to the items regarding language anxiety and orientation to correction. Abstract: This study investigated the effects of recasts and output-only prompts (i.e., clarification requests, elicitations, and repetitions) on short-term EFL learning regarding three learner factors (i.e., learner level, language anxiety, and orientation to correction). Ninety Mandarin-speaking learners at a Chinese university were randomly assigned to one of two experimental groups or a control group. While all the learners completed the pre-/post-tests and had their weekly English lessons as usual, only the learners in the experimental groups received feedback treatment in three extracurricular lessons. Learner level was differentiated according to the pre-test performances, and data on language anxiety and orientation to correction were collected through a questionnaire at the end of the treatment. Results show that all the learners in the recast group benefited from the treatment regardless of their trait for each learner factor, whereas the learners in the prompt group who benefited from the treatment lessons scored low in the pre-test, had a low level of language anxiety, or showed a high level of orientation to correction. These results suggest that recasts can be more advantageous for learning than prompts in certain classroom contexts, for example, the focused context the present study. Abstract: This study investigated the effects of recasts and output-only prompts (i.e., clarification requests, elicitations, and repetitions) on short-term EFL learning regarding three learner factors (i.e., learner level, language anxiety, and orientation to correction). Ninety Mandarin-speaking learners at a Chinese university were randomly assigned to one of two experimental groups or a control group. While all the learners completed the pre-/post-tests and had their weekly English lessons as usual, only the learners in the experimental groups received feedback treatment in three extracurricular lessons. Learner level was differentiated according to the pre-test performances, and data on language anxiety and orientation to correction were collected through a questionnaire at the end of the treatment. Results show that all the learners in the recast group benefited from the treatment regardless of their trait for each learner factor, whereas the learners in the prompt group who benefited from the treatment lessons scored low in the pre-test, had a low level of language anxiety, or showed a high level of orientation to correction. These results suggest that recasts can be more advantageous for learning than prompts in certain classroom contexts, for example, the focused context the present study.en
dc.format1 SPSS .sav file.en
dc.languageenen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/au*
dc.titleRecasts and output-only prompts, individual learner factors and short-term EFL learningen
dc.typeDataseten
dc.identifier.doi10.4226/95/5b16337c2c952en
dcterms.accessRightsMediateden
dc.subject.keywordsShort-term EFL learningen
dc.subject.keywordsRecastsen
dc.subject.keywordsOutput-only promptsen
dc.subject.keywordsLanguage anxietyen
dc.subject.keywordsLearner levelen
dc.subject.keywordsOrientation to correctionen
dc.identifier.datasetidLiHuifang_20180605en
dc.rights.accessMediateden
local.contributor.firstnameHuifangen
local.format.size9 KBen
local.date.recorded2018-06-05en
local.date.retentionend2023-06-05en
local.identifier.cloudLiHuifang_20180605en
local.rights.rightsholderUniversity of New Englanden
local.access.embargoedto2018-06-05en
local.rights.statementData is available for access upon request and approval from the author.en
local.subject.for2008200303 English as a Second Languageen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008970120 Expanding Knowledge in Languages, Communication and Cultureen
local.subject.seo2008930201 Pedagogyen
local.identifier.epublicationsune:23400en
local.dcrelation.storedatUniveristy of New Englanden
local.dcrelation.contactHuifang Li hli24@une.edu.auen
local.dcrelation.custodianHuifang Li hli24@une.edu.auen
local.dcrelation.publicationRecasts and output-only prompts, individual learner factors and short-term EFL learning https://doi.org/10.1016/j.system.2018.05.004en
local.dcrelation.ispartofRecasts and output-only prompts, individual learner factors and short-term EFL learningen
local.dcrelation.ismanagedbyUniversity of New Englanden
local.dcrelation.statusPublisheden
local.profile.schoolUniversity of New Englanden
local.profile.emailhli24@une.edu.auen
local.output.categoryXen
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.contributor.lastnameLien
dc.identifier.profilehli24en
dc.identifier.staffune-id:hli24en
local.profile.roleauthoren
local.identifier.unepublicationidhttp://e-publications.une.edu.au/1959.11/23216en
dc.date.deposit2018-06-05en
dc.identifier.academiclevelAcademicen
local.title.maintitleRecasts and output-only prompts, individual learner factors and short-term EFL learningen
local.output.categorydescriptionX Dataseten
local.description.statisticsepubsVisitors: 23<br />Views: 34<br />Downloads: 0en
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