An Experimental Study: Recasts to Alleviate Learner Anxiety
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Abstract
Although much research exists investigating either foreign language anxiety or error correction in the field of foreign/second language learning, little research to date has investigated the relationship between error correction strategies such as recasts and student anxiety. This quasi-experimental study examines whether the methods of error correction influence learner anxiety. The subjects were 67 college-level EFL learners from 4 English conversation classes. The results of t-tests for independent samples provided evidence that recast is less anxiety-producing than overt explicit error correction in relation to beginning students' speaking anxiety. The results also indicate that recast is preferable when EFL teachers correct learner errors in English conversation classes.
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