Influence of Feedback in the Form of Recast and Explicit Correction on the Confidence-Level of the Intermediate Iranian EFL Learners

This study was set out to examine the impact of implicit feedback in the form of recast and explicit feedback in the form of explicit correction on the confidence-level of intermediate Iranian EFL learners. To this aim, eleven freshmen were assigned to either control group or two experimental groups. Control group was engaged in role play; first experimental group received recast for their pragmatically erroneous utterances during role play; and second experimental group received explicit correction for such errors. Treatment lasted eight sessions. Self-report and stimulated recall were employed as pre-test and post-test. The results of quantitative and qualitative analyses demonstrate that Confidence-level of participants in all groups increase.