differential effects of recast and pushed-output on iranian lower-intermediate female efl learners’ oral accuracy in bilingual school

The purpose of this study is to compare the recast and pushed-out-put feedback on iranian lower-intermediate efl students’ oral accuracy. eighty learners were selected in four classes between the ages of 10 to 12 years old. they were learning english at bilingual school in babol, mazandaran province, iran. the oxford placement test (opt) (syndicate, 2001) was administered to the learners to assess their level of proficiency. after administrating the opt, those who scored one standard deviation (sd) above and below the mean were considered as the participants of the study who were sixty lower-intermediate female efl learners. they were selected and divided into three groups: two experimental groups and control group. the first experimental group received the recast feedback (n = 20), the second experimental group received the pushed output feedback (n = 20) and the control group received no feedback (n = 20). five treatment sessions of 40 to 50 minutes were run with two or three-day intervals between each session for the three participating groups. after administrating the oral pre-test and recording the learners’ voices, the teacher wrote the errors of learners individually on the papers and in conferencing sessions, she used two types of feedback: recast for the experimental group one and pushed-output for the experimental group two. the results showed that both recast and pushed-output corrective feedback provided a more significant effect on the pre-intermediate efl learners’ oral accuracy ability than the traditional method. the present study included a number of implications for language teachers and curriculum designers about the effectiveness of cf practices.