Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms
A comparative study
Bibliographic Data
| ID | 12112372 |
|---|---|
| Authors | Weiqing Wang (0000-0003-0197-3106, Xiangtan University, corresponding author), Shaofeng Li (0000-0002-7763-8964, Florida State University) |
| Year | 2020 |
| Volume | 34 |
| Issue | 1 |
| Pages | 35-50 |
| Publication date | 2020-05-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2020.1767124 |
| OpenAlex | W3027606074 |
| Language | EN |
| Citations received | 7 |
| References cited | 29 |
Instructional context plays a crucial role in the learning of a second/foreign language. The present study compared the occurrence of corrective feedback (CF) and learner uptake across two instructional contexts at the tertiary level: English as a second language (ESL) in the US and English as a foreign language (EFL) in China. Analysis of 36 h of observation data showed that (1) recast was the most preferred feedback type in both settings, but with a much higher percentage in the EFL lessons than in the ESL lessons; (2) the distribution of CF was similar in terms of emphasis but was significantly different in terms of linguistic focus; and (3) the overall frequencies of uptake and repair were close between the two settings, but the rates of uptake and repair following explicit correction were significantly higher in the EFL lessons than in the ESL lessons. These findings suggest that although teacher-student interactions across ESL and EFL settings demonstrate a common trend, CF and uptake are not context-free
Context (archaeology · Corrective Feedback · English as a foreign language · English as a second language · Focus (optics · Geography · Linguistics · Mathematics education · Pedagogy · Physics · Second language · Second-language acquisition · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
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High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
Exploring factors contributing to feedback-seeking strategies in L2 writing
Effects of a professional development program on teachers’ oral corrective feedback practices
Stepping out of the conversation
Student engagement with oral feedback on second language learning
Without the video I wouldn't have known”
Corrective Feedback and Teacher Development
Corrective feedback and learner uptake in communicative classrooms across instructional settings
The Role of the Linguistic Environment in Second Language Acquisition
Recasts in the Adult English L2 Classroom
The Role of Consciousness in Second Language Learning1
Classroom study on noticing and recast features
Differences in the motivation of Chinese learners of English in a foreign and second language context
Oral corrective feedback in second language classrooms
Input, Interaction, and the Second Language Learner
Mind, Language, and Epistemology
An Exploration of L2 Teachers' Use of Pedagogical Interventions Devised to Draw L2 Learners' Attention to Form
The Effectiveness of Corrective Feedback in SLA
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
Starting Age Overshadowed
Learner Uptake in Communicative ESL Lessons
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |