Cognitive demands of oral corrective feedback: Comparing recast and elicitation in L2 Japanese

Abstract

This study examines the relationship between memory systems and second language acquisition, with a focus on the roles of working memory and long-term memory in the encoding, storage, and retrieval of linguistic knowledge. A pilot experiment investigated the effectiveness of two types of oral corrective feedback, recast and elicitation, in facilitating L2 Japanese development. In a U.S. higher education setting, 25 learners of Japanese (12 advanced and 13 intermediate) participated in one-on-one conversational sessions targeting common linguistic errors. The study addressed two research questions: (1) Which feedback type, recast or elicitation, more effectively prompts error correction? and (2) Do advanced learners outperform intermediate learners, and how does proficiency level interact with feedback type? Results showed that elicitation was significantly more effective than recast, particularly for advanced learners, likely due to its greater cognitive demands, which promote deeper processing and active problem-solving. Questionnaire responses indicated that learners valued opportunities for self-correction and preferred more interactive forms of feedback, consistent with the observed effectiveness of elicitation. These findings contribute to our understanding of the cognitive mechanisms underlying language learning and underscore the importance of tailoring feedback strategies to learners' proficiency levels.