Findings on recast as feedback on learners’ erroneous forms tend to be less than conclusive or confirmatory. Also, the conventional formulations in literature give partial accounts of recasting as an effective methodological practice. The present study proposes recast enriched by negotiation (REN) on the learners’ part as an alternative. For investigating the hypothetical effect, three all-female groups were concentrated on, namely explicit feedback, recast and REN. Summary writing task as post-test concentrated on the learners’ accuracy in terms of error-free T units, and complexity regarding word per sentence ratio as well as lexical density. One-way ANOVA for three independent samples and post hoc analyses revealed that accuracy and word per sentence ratio did not vary significantly; however, lexical density improved as a result of REN. Findings and implications of the study are discussed in the light of methodological potentials and literature.
