The impact of negative feedback,noticing,and modified output on EFL question development

Drawing on previous studies on form-focused instruction through interaction, the present study analyzes the function of negative feedback, noticing, and modified output in second language acquisition. With a pretest-test-posttest design, it investigates the impact of recast and clarification request, noticing, and modified output on EFL question development. The results show that modified output and noticing are significant predictors of EFL question development, while neither recast nor clarification request is a significant predictor of EFL question development.