Impact of Recasts in Improving English Essay Writing Skills of Pakistani College-level EFL Learners

Abstract

The role of feedback is considered positive in improving English writing skills. The article aims to examine the impact of recasts on the essay-writing skills of Pakistani L2 learners and ascertain the perception of the learners towards using recast-based feedback on their essay writing skills. The study employed an experimental research design, with 50 college-level students divided into two groups: experimental (n = 25) and control (n = 25). For eight weeks, the experimental group received both traditional and recast-based linguistic feedback on their essay writing tasks, while the control group received just traditional input. Pre and post-tests were conducted before and after eight weeks' (24-hour) treatment to determine differences between the mean scores. A subset of participants was selected for semi-structured interviews to discuss their perceptions and experiences with the recast feedback. The outcomes indicated that the treatment group outperformed the control group and that the subjects of the study perceived recast-based feedback as a positive activity that enhances motivation, confidence, and autonomy. The study has pedagogical and academic implications.