The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila

The study focused on the organization of repair in Philippine EFL classrooms, particularly, De La Salle University – Manila\u27s Center for Language Learning (CeLL). The study concentrated on the following specific details: 1) the different classroom contexts in which repair takes place 2) the typical repair trajectories 3) the location of the repair 4) manner of initiation 5) the typical focus of repair and 6) the participants in the repair. Analysis of recorded classroom interactions of three CeLL teachers and their students in upper intermediate conversation classes revealed the following: 1) there was a preference for self-initiated self-completed repairs in teachers utterances in both the form-and-accuracy and meaning-and-fluency contexts 2) there was a preference for self initiated self-completed repairs on students utterances in the meaning-and-fluency context but no preference for any repair trajectory in the form-and-accuracy context 3) multiple initiations and delayed-turn completions were found to occur in the meaning and- fluency context, but not in the form-and-accuracy context 4) the most common moves for repair initiation in both contexts were false starts, word search, rephrasing, and explicit correction 5) metalinguistic cues did not occur in either context and 6) in both contexts, repairables were classified under troubles with fluency, followed by troubles with linguistic accuracy, and least under non-linguistic troubles