The Effect of Using Recast and Visual Input Enhancement on the Use of Cohesive Devices in the Writing of Auditory and Visual Iranian EFL Learners

The present study aimed at investigating the effect of input enhancement and recast on the use of cohesive devices in the writing of Iranian EFL learners. In order to do so, sixty Iranian female EFL students were selected based on convenience sampling in a language institute in Tehran. The design of the study was a mixed between-within repeated measure. A pretest and posttest of writing were given to the participants to assess their use of cohesive devices. To this aim, participants’ use of cohesive devices was measured through counting the frequency of these devices in their writing based on a list of cohesive devices. After analyzing the data using repeated measures ANOVA, it was found that both input enhancement and recast were effective on the use of cohesive devices. However, it was revealed that input enhancement was more effective on the use of cohesive devices in the writing of the participants. It was also found that perceptual learning styles had no interaction with input enhancement and recast concerning the use of cohesive devices.