چكيده
One of the major problems the EFLN learners in Iran face is developing their grammatical accuracy. One of the techniques is the use of different forms or corrective feedback. Recast is a type of corrective feedback which has been used to rectify language learners' errors in language production (Lyster, 1998). This true experimental study endeavored to find the effect of teacher recast vs. peer recast on grammatical accuracy of introvert vs. extrovert Iranian EFL learners. In the pursuit of the purpose of the study, a cohort of 150 intermediate EFL students studying at Jahad Daneshgahi language institute were given the grammar section of Oxford Placement Test (OPT) as the homogeneity test and pretest to be homogenized based on their grammatical knowledge. Considering 1 standard deviation above and below the mean score of the students on the test, 100 EFL learners were selected. The participants were then given Eysenck Personality Inventory (EPI) to categorize them into extrovert and introvert learners. These participants, then, formed 4 different experimental groups who received two different types of recast (teacher recast vs. peer recast). The researcher selected 15 grammar points with the highest rate of error in the pretest. These topics were taught to the participants in all groups. Top Notch series were used to teach the selected grammar lessons. All participants in all groups received a researcher-made grammar posttest at the end of the intervention. Through this study, it was found that peer recast has more significant effect than teacher recast on grammatical accuracy of Iranian EFL learners. It was also revealed that there is no significant interactional effect between recast and introversion and extroversion. The findings of this study can be useful to policy makers, teacher trainers, language teachers and language learners.
Keywoard: Teacher Recast, Peer Recast, Introvert, Extrovert EFL Learners, Grammatical Accuracy
