the multi-course comparison of the effectiveness of recast and metalinguistic feedback in task repetition versus procedural repetition on the complexity, accuracy, and fluency of edmodo-integrated learners’ written production

The purpose of this study was to investigate the combined effects of task types (task repetition/ procedural repetition) and feedback (recast/ metalinguistic) on the complexity, accuracy, and fluency (caf) of edmodo-integrated learners’ l2 written production. to this end, 80 iranian intermediate efl students from two branches of islamic azad university, including aliabad katoul and gorgan branches were chosen to participate in this study. the participants were randomly assigned to one of two groups: task repetition or procedural repetition. subsequently, each group was divided in to two subgroups: recast/metalinguistic. the task repetition group performed ten tasks with the same procedure and the exact same content, while the procedural repetition group performed ten tasks with the same procedure on different content. based on the group the students belonged to, they received one type of corrective feedback (recast or metalinguistic feedback) on their written production. the results revealed that both tasks have beneficial effects on the learners’ l2 written production. also, it was revealed that metalinguistic feedbackyielded more effective results on all measures of accuracy than recast. in addition, the findings indicated the superiority of the combined effects of task repetition and metalinguistic feedback on the learners’ writing caf compared to other conditions (tr+ r/ pr+ r/ pr+ m). however, the learners in tr+r condition significantly outperformed in terms of all complexity subdimensions. finally, pedagogical implications are discussed.