Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous mobile-mediated interactions via audio call. Two intact classes of EFL (English as a Foreign Language) learners were assigned into a control group and an experimental condition. After taking pre-tests, the participants of the experimental condition participated in four sessions of mobile-mediated oral interaction with an interlocutor via WhatsApp and received recasts for their definite and indefinite article errors. The participants of the control group also participated in the mobile-mediated interactions but received no recasts for their errors. Learners’ improvement was measured on two occasions following the fourth treatment session. The participants’ anxiety was also measured as a continuous variable using a 5-point Likert scale. Mixed between-within group ANCOVA results and regression analysis provided evidence for the efficacy of recasts delivered during mobile-mediated interactions, as well as the significant role of learners’ anxiety as a predictor of the effectiveness of recasts. The results also indicated that learners with low anxiety were significantly more successful in modifying their incorrect forms following recasts compared to learners with higher anxiety during the mobile-mediated interactions.

中文翻译：

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在线移动媒介交互过程中的重铸、外语焦虑和第二语言发展

尽管对纠正反馈（CF）及其与个体学习者因素的关系进行了大量研究，但人们对于外语（FL）焦虑如何调节移动介导的音频交互过程中重铸的有效性知之甚少。因此，本研究检查了学习者的 FL 焦虑、重播的有效性以及学习者在通过音频呼叫进行同步移动介导的交互期间对重播的反应之间的关联。两个完整班级的 EFL（英语作为外语）学习者被分配到对照组和实验组。在进行预测试后，实验条件的参与者通过 WhatsApp 与对话者进行了四次移动介导的口头互动，并因其确定性和不确定性冠词错误而接受重铸。对照组的参与者也参与了移动介导的互动，但没有因他们的错误而接受重铸。在第四次治疗后，对学习者的进步进行了两次测量。参与者的焦虑也使用 5 点李克特量表作为连续变量进行测量。组内混合 ANCOVA 结果和回归分析为移动介导的交互过程中重铸的有效性以及学习者焦虑作为重铸有效性预测因子的重要作用提供了证据。结果还表明，在移动介导的互动过程中，与焦虑程度较高的学习者相比，焦虑程度较低的学习者在重铸后修改错误形式的成功率明显更高。