Effects of Interactional Corrective Feedback on Learners' Noticing of Target Forms in L2

This study investigated the effects of feedback on noticing and L2 development of two target forms: past tense and plural forms. Twenty eight low intermediate learners enrolled in EFL classes at two universities in Korea were participated in the study and they were assigned to three experimental groups (metalinguistic feedback, recast, and prompt) and a control group. A language learning journal and a stimulated recall interview were used to collect noticing data. It was found that the prompt group performed significantly better than the recast group and the control group in noticing past tense and plural forms. In addition, a grammaticality judgment test and a picture description task were used to investigate L2 development. Analysis of the GJT showed that the metalinguistic group and the prompt group differed significantly from the control group, while the recast group did not. It was also found that noticing was significantly correlated to L2 development. The findings indicate that prompts and metalinguistic feedback contribute more to noticing and development of the target forms than recasts.