ESL learner's awareness of teacher recasts in classroom interaction

Abstract EN

This study examines ESL learners‟ awareness of the recasts that arose in interactive ESL classrooms.

Classroom observation and follow-up interview were used to collect data from the participants.

The participants were 10 undergraduate students from the department of English at the Sabratha University.

The results showed that: 1) all participants were able to identify recasts during their interaction with the teacher, 2) that both instructors provided recasts that were short in length, 3) that all teacher recasts had only a single change, and 4) that almost all participants‟ uptake failed to lead to repair in which they participants correct their original forms.