Corrective feedback in

the classroom
Presented by

Theint Nandar Soe

Chan Mya Hla Myo
Corrective feedback in the classroom

Study 1: Recasts in content- based classrooms

Study 2: Recasts and private speech
Study 3: Recasts and uptake
Study 4: Corrective feedback in context
 What is Corrective Feedback?

• An indication to a learner that his or her use of the target language is incorrect.
• Corrective feedback can be – explicit , implicit, metalinguistic information
• 1. Explicit ( E.g., ‘He go’_ ‘No, you should say “goes”, not “go”’)
2. Implicit ( E.g., ‘Yes, he goes to school everyday’ )
3. Metalinguistic information ( E.g., ‘Don’t forget to make the verb agree
with the subject’)
STUDY-1 Recasts in content-based classroom
• Roy Lyster and Leila Ranta (1997) observed corrective feedback
in French immersion classrooms.
• Study Focus: Centers around different types of feedback given
by teachers on errors in content-based classrooms
• Observational Scheme: Categorize feedback types and analyze
student uptake
• Context: Second language students learn the target language
through subject-matter instruction.
STUDY-1 Recasts in content-based classroom

• Methodology: Observed corrective feedback in four French

immersion classrooms with students aged 9-11 years.
• Categories Development: Combined categories from the COLT
scheme’s Part B and other feedback models for both first and
second language learning.
• Feedback Types: Identified six main types of corrective
feedback.
 STUDY-1 Recasts in content-based
classroom
• The researchers identified six types of feedback:
1. Explicit correction
2. Recasts
3. Clarification requests
4. Metalinguistic feedback
5. Elicitation
6. Repetition
1. Explicit Correction
• Provides the correct form and indicates the mistake explicitly, such
as by saying, “ Oh, you mean…..” or “You should say….”
For example,
S The dog run fastly.
T ‘Fastly’ doesn’t exist. ‘Fast’ does not take –ly. That’s why I
picked
‘quickly’.
2. Recasts
• Reformulates the student’s utterance without explicitly indicating
the error, usually without using phrases like “You mean” or “Use
this word”.
For example
S1 Why you don’t like Marc?
T Why don’t you kike Marc?
S2 I don’t know, I don’t like him.
 3. Clarification
Requests
• Signals that the student’s utterance is unclear or incorrect,
prompting the student to repeat or reformulate their statement.
For example
T How often do you was the dishes?
S Fourteen.
T Excuse me. ( Clarification request)
S Fourteen.
T Fourteen what? ( Clarification request)
S Fourteen for a week.
T Fourteen times a week? ( Recast)
S Yes, Lunch and dinner.
4. Metalinguistic Feedback

• Gives comments, information or questions related to the

correctness of the student’s utterance without explicitly providing
the correct form.
• Points out errors and might include grammatical terminology or
word definitions.
4. Metalinguistic Feedback

For example
S We look at the people yesterday.
T What’s the ending we put on verbs when we talk about the
past?
S e-d
5. Elicitation
• Three techniques that teachers use to directly elicit the correct form
from the students.
• First, elicit completion of the utterance (e.g., ‘It’s a…..’)
• Second, use questions to elicit correct forms (e.g., ‘How do we say

in English?’)
• Third, ask students to reformulate their utterance)
5. Elicitation
For example
S My father cleans the plate.
T Excuse me, he cleans the???
S Plates?
6. Repetition
• Refers to the teacher’s repetition of the student’s erroneous
utterance.
• Teachers adjust their intonation so as to highlight the error.

In this example, the repetition is followed by a recast:

S He’s in the bathroom.
T Bathroom? Bedroom. He’s in the bedroom.
6. Repetition
In next example, the repetition is followed by metalinguistic
comment and explicit correction:
S We is……
T We is? But it’s two people, right? You see your mistake? You
see the error? When it’s plural it’s ‘ we are’.
Recasts as Dominant Feedback:
-Observed that teachers in content-based French immersion classes
primarily used recasts as feedback.

Feedback Types:
-The study categorized feedback types.
-Recasts were the most common type, repetition of errors was the least
frequent.
-Other types of corrective feedback fell in between.
Student Uptake:
-Student uptake was least likely to occur after recasts.
-Instead, clarification requests, metalinguistic feedback, and repetition
were more likely to prompt student responses.

Effectiveness of Feedback:
-Elicitations and metalinguistic feedback not only led to more uptake
but also resulted in a higher likelihood of corrected forms of original
utterances.
Recasts and Noticeability:
-Lyster (1998) argued that students in content-based language classrooms
might not notice recasts as much as other forms of error correction.

Observation Studies:
-Lyster and Ranta’s findings were supported by several other studies that
noted recasts as the most common feedback type provided by teachers
- Some studies found that learners do not notice recasts, while others
reported that learners did notice and respond to them.
Study 2 : Recasts and private speech
• Amy Ohta (2000)examined the oral language .
• By attaching microphones to individual students obtained PRIVAT
SPEECH.

• This focus on grammar and metalinguistic instruction.

• Ohta discovered
“ learners noticed recasts when they were provided by the instructor.
• Learners react to a recast with private speech (other learner or the whole
class rather than their own errors )
• Findings
Recasts do get noticed even if they do not lead to uptake from the student