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

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dc.contributor.author Annoh, R.A
dc.date.accessioned 2023-03-10T15:10:40Z
dc.date.available 2023-03-10T15:10:40Z
dc.date.issued 2020
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/1701
dc.description A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education and Communication, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language) in the University of Education, Winneba JULY, 2020 en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Unversity Of Education,Winneba en_US
dc.subject Recasts in the ESL classroom en_US
dc.title Learners’ perceptions of recasts in the ESL classroom, a study of 3 senior high schools in the Mampong Municipality, Ashanti Region en_US
dc.type Thesis en_US


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