Abstract:
This research investigated the impact of teachers. recasts and elicitation as oral corrective feedback types on students. modified output production and acquisition of the present simple tense among first year students of English at the University of Bejaia. This research employed a quasi-experimental between groups research design and in order to achieve these objectives, it employed a quantitative approach. Forty four (n=44) participants were conveniently selected and assigned into two experimental groups: the recast group and the elicitation group, receiving recast and elicitation, respectively. During the three weeks of experiments, data were gathered using the audio recording to capture instances of students. modified output and the pre and post test to determine students. grammar accuracy before and after the instructional intervention that targets the present simple tense. A free oral production task that contains eight questions was employed to create an interactional environment in the classrooms. The outcomes indicate that there are differential impacts of the teacher.s use of recasts and elicitation on students. modified output, in that the elicitation group outperformed the recast group in leading to higher amounts of students. modified output among student participants. Moreover, the findings determine that there are differential impacts of the teacher.s use of recasts and elicitation on the acquisition of the present simple tense, in that the elicitation group outperformed the recast group in leading to better improvements in the acquisition of the present simple tense among student participants. Therefore, these research results suggest that elicitation is more effective in leading to students. modified output and acquisition of the present simple tense as a target form.
