Descriptive Study on Corrective Feedback and Learner Uptake during Interactions between a Teacher and Students in terms of Recast versus Prompts

The present study investigated corrective feedback and learner uptake during interactions between a teacher and students with advanced level English proficiency, especially in terms of recast versus prompts, in a natural classroom setting. It also examined what the students thought about their teacher’s types of feedback to their erroneous utterances. Fifteen students in an ELI intermediate reading class were observed and they also completed student surveys at the end of the observation. The recorded data were analyzed based on Lyster and Ranta’s (1997) ‘error treatment sequence’ and Lyster’s (1998) coding scheme. The results indicated that the teacher used recast and repetition most frequently and the recast and multiple feedback led to student-generated repair. It was also found that there was a gap between the teacher’s favorite feedback types and the students’ preferred types of feedback and the students’ most favorite feedback provider was their teacher. The study has pedagogical implication that the teacher’s adequate selection of feedback types according to the students’ preference might lead to more amount of learner uptake. And it is necessary for the teacher to let the students recognize that they will get benefit from corrective feedback from their peers during conversational interactions