The Effect of Collaborative Tasks and Corrective Feedback Types on Iranian EFL Learners' Recall and Production of Complex Structures

Complex structures, which consist of dependent and independent clauses, make it difficult for Iranian high school students to recognize their grammatical complexities. This study investigates the effect of collaborative tasks (i.e., co-practice task writers, corrective feedback providers, and evaluators) on the types of corrective feedback (i.e., teacher feedback vs. peer feedback) and their impact on EFL learners' recall and production of complex structures. A quasi-experimental design was adopted, involving three equal intact classes comprising 96 lower-intermediate students, selected through convenience sampling. A production pretest and posttest of complex structures, as well as recall pretests and posttests of complex structures, were implemented following a pilot study to validate the tests. A two-way multivariate analysis of covariance (MANCOVA) was run. Findings revealed that collaborative tasks (co-practice task writers, corrective feedback providers, and evaluators) have a positive effect on high school students' recall and production of complex structures. Additionally, teacher feedback is a significant factor in students' recall and production of complex structures. No significant interaction was observed between explicit instruction of collaborative tasks and types of feedback on learners' recall and production of complex structures. The results address several suggestions for EFL teachers, learners, and pedagogical practitioners.