![]() ![]() Key words: corrective feedback, uptake, repair, learners‘ perception, teachers‘ perceptionīlended learning focuses on combining a specific percentage of online curriculum and instruction in a face-to-face setting. ![]() These results are discussed in relation to the hypothesis that L2 learners may benefit more from retrieval and production processes than from only hearing target forms in the input. Consequently, rates of learner uptake and immediate repair of error are low in this classroom. The results reveal a clear preference for implicit types of reformulative feedback, namely, recasts, leaving little opportunity for other feedback types that encourage learner-generated repair. The present study draws on 20 minutes transcribed interaction, comprising 351 student turns and 224 teacher turns, coded in accordance with the categories identified in Lyster and Ranta‘s (1997) model of corrective discourse. The present study examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. ![]() Researchers have suggested that interactional feedback is associated with L2 learning because it prompts learners to notice L2 forms. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition.
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