scholarly journals Modified output and learner uptake in casual online learner-learner conversation

System ◽  
2020 ◽  
Vol 93 ◽  
pp. 102306
Author(s):  
Johanna Salomonsson
Keyword(s):  
Learner Uptake

Learner Uptake and Perception of Recasts

2011 ◽  
Vol 66 (2) ◽  
pp. 3-21 ◽  
Author(s):  
김지현
Keyword(s):  
Learner Uptake

CORRECTIVE FEEDBACK AND LEARNER UPTAKE

1997 ◽  
Vol 19 (1) ◽  
pp. 37-66 ◽  
Author(s):  
Roy Lyster ◽  
Leila Ranta
Keyword(s):  
Language Arts ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
French Language ◽  
Primary Level ◽  
Feedback Type ◽  
Metalinguistic Feedback ◽  
Different Types ◽  
Error Treatment ◽  
Learner Uptake

This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.

scholarly journals Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 210
Author(s):  
Eva Thue Vold
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
Best Practice ◽  
Teacher Practices ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Written Corrective Feedback ◽  
Secondary Classes ◽  
Learner Uptake ◽  
The Individual

Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner’s needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners’ new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities.

scholarly journals Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention

2018 ◽  
Vol 2018 ◽  
pp. 1-11
Author(s):  
Amin Naeimi ◽  
Mahnaz Saeidi ◽  
Biook Behnam
Keyword(s):  
Language Learning ◽  
Corrective Feedback ◽  
Treatment Strategies ◽  
Language Learner ◽  
Efl Learners ◽  
Positive Effects ◽  
Metalinguistic Feedback ◽  
Error Treatment ◽  
Learner Uptake ◽  
Phonological Errors

As language learners’ phonological errors have attracted substantial attention, error treatment strategies have become an indispensable part of teachers’ repertoire. Research has found positive effects for corrective feedback on language learner uptake; however, the effect has not been proved to be sustained over time. This quasiexperimental study sought to explore whether uptake can reflect language learning and retention through measuring the effectiveness of three common types of oral corrective feedback on Iranian EFL learners’ phonological errors. Fifty-four male intermediate-level learners received a nine-session treatment in the form of recast, elicitation, and metalinguistic feedback during story retelling tasks. Results of comparing and correlating uptake with posttest scores revealed that while recast was found to be the most effective feedback in inducing correct uptake, it was metalinguistic feedback that proved to be the most conducive in learning and retention. Besides, there was no significant relationship between the learners’ scores in uptake and their learning and retention in any groups. This suggests that EFL learners’ immediate reactions to teachers’ input-providing or output-prompting correction could not be a reflection of language development, and more consistent and continuous long-term assessment of the success of corrective feedback has to be envisaged in language teaching methodologies.

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