Learners’ perceptions of recasts in the ESL classroom, a study of 3 senior high schools in the Mampong Municipality, Ashanti Region

Abstract

This study investigated learners’ perceptions of recast in the ESL classroom of three Senior High Schools in the Mampong Municipality, Asante Region. Using a convergent parallel mixed methods design, questionnaire and focus group interview were utilized in collecting data from three hundred randomly selected students for descriptive and thematic analyses within the Process Model of L2 Motivation framework proposed by Dörnyei and Ottó (1998). The analysis revealed that students generally prefer explicit recast, although they would prefer other types of recast based on the error they commit. It was also revealed that students would want their errors to be corrected every time and as soon as they commit the error. Also, it was found from the study that recast indeed motivates learners to learn English.