ABSTRACT
This study was conducted to investigate the effect of implicit and explicit types of feedbacks (recasts and metalinguistic) in improving the students’ grammatical competence. The study utilized quasi-experimental design which involved two experimental groups and a control group. The first experimental group received implicit type of feedback in the form of recast and the second group received explicit type in the form of metalinguistic feedback. On the other hand, the control group received no feedback at all. The result of the One Way ANOVA using the mean scores of the students confirmed that there were significant differences in the scores of the control and the experimental groups. Tukey Kramer Procedure was also performed to provide specific information on which means were significantly different from each other. The results further showed the effectiveness of both corrective feedbacks in improving the students’ grammatical competence with a slight advantage in metalinguistic feedback over recast feedback.
Keywords: Recasts, Metalinguistic Feedback, Corrective Feedback, Grammatical Competence