Eka Fadilah, Utami Widiati, Mirjam Anugerahwati
This study aimed at investigating the effects of Task-Supported Language Instruction (TSLI) and two oral corrective feedbacks i.e., situated recast (SR) and negotiated feedback (NF) on the learners’ development of grammatical features: Be-passive voice. We utilized a quasi-experimental design on four intact-class encompassing 127 third-semester EFL learners assigned to one control group and three experimental groups. A mixed-design repeated measure analysis of variance (RM-ANOVA) was applied to gauge the development of both individuals within the groups and the comparisons between groups. The finding reveals that there is no significant development between pre and post-test depicted in the control group. By contrast, there is a significant development from pre to post-test in the experimental groups in which TSLI + NF has the largest effect sizes of TSLI + SR as well as TSLI-only group. Furthermore, TSLI + SR and TSLI + NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. We interpret these findings as showing that a dynamic explicit-implicit oral corrective feedback embedded in the explicit instruction provide more potent than those task only and control group on the learners’ development of be-passive voice. © 2021 AsiaTEFL All rights reserved.
English and Literary Department, Universitas Widya Kartika, Suterejo Prima Utara Street II no.1, Surabaya, 60112, Indonesia; English Teaching and Education Department, Universitas Negeri Malang, Semarang Street no.5, Lowokwaru-Malang, 65145, Indonesia
