Date

Spring 2018

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

In recent years, English as second language (ESL) curricula are improving and are more geared toward the student’s need to become an effective learner of ESL. The purpose of this study was to improve ESL students’ understanding of pronouns facilitated by using a recast technique, which enhances second language acquisition (SLA), particularly among ESL learners. Recast refers to corrective feedback (CF) teaching techniques. A quasi-experimental quantitative research design was used to determine the impact of recast technique in the ESL classroom on the students’ learning performance. Participants consisted of ESL students at an adult school in central California aged 18 and older (n = 25). In order to assess the learning performance of ESL students a questionnaire was used to measure their acquisition of English possessive pronouns of the first level ESL students. Independent and paired samples t-tests were conducted to determine if there were statistically significant differences between the means of both groups. Data analysis revealed a statistically significant difference between the mean scores on the post-tests between the two groups (i.e., treatment and control). Results revealed that the students in treatment group demonstrated greater understanding of possessive pronouns and improved upon their learning performance more than the students who did not receive the recast of possessive pronouns. Implications for future research is discussed.

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