Thesis (M.A.) - Cairo University - Faculty of Arts - Department of English Language and Literature

The present study aims to examine the effect of recasts and metalinguistic corrective feedback as ways that contribute to intensifying learners{u2018} capability in understanding and producing correct forms of grammar. The data collection tools consisted of a pretest and posttest besides observation. The participants in the study were 36 EFL Libyan learners at a preparatory school. This study employed a quasi-experimental design; two intact classes were used where each group received a different type of feedback after taking a pretest in order to assess their current level before the administration of the experiment. After the intervention period which lasted duration of 15 minutes each class, a posttest was conducted. The results of the posttest for both groups were compared to those of the pretest to identify the impact of recasts versus metalinguistic feedback on learners{u2018} grammar development particularly on irregular past tense, indefinite article and prepositions. For the qualitative part, classroom observation was used to identify the interactive components each type of feedback may induce. Then, these interactive features were related to the statistical results of the qualitative findings. The researcher administered two different data collection methods to ensure reliability of the data and come up with valid findings. The overall results of the study revealed that there was no significant difference between the two groups receiving the two types of corrective feedback, which means that the effect of recasts and metalinguistic corrective feedback is equally positive on Libyan young learners{u2018} progress although posttests showed improvement of attaining the target grammar forms.

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