Corrective feedback and learner uptake in communicative classrooms across instructional settings
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.322 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
This paper reports similarities and differences in teachers’ corrective feedback and learners’ uptake across instructional settings. Four communicative classroom settings - French Immersion, Canada ESL, New Zealand ESL and Korean EFL - were examined using Lyster and Ranta’s taxonomy of teachers’ corrective feedback moves and learner uptake. The results indicate that recasts were the most frequent feedback type in all four contexts but were much more frequent in the Korean EFL and New Zealand ESL classrooms (83% and 68%, respectively) than in the Canadian Immersion and ESL classrooms (55% for both). Also, the rates for both uptake and repair following recasts were greater in the New Zealand and Korean settings than in the Canadian contexts. The findings of this study suggest that the extent to which recasts lead to learner uptake and repair may be greater in contexts where the focus of the recasts is more salient, as with reduced/partial recasts, and where students are oriented to attending to linguistic form rather than meaning. The study underscores the importance of considering the influence of context on corrective feedback and learner uptake.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Language Teaching Research
- Topic
- EFL/ESL Teaching and Learning
- Field
- Arts and Humanities
- Canadian institutions
- —
- Funders
- —
- Keywords
- Corrective feedbackPsychologySalientContext (archaeology)Meaning (existential)Focus on formLinguisticsPedagogyMathematics educationGrammarComputer science
- Has abstract in OpenAlex
- yes