Abstract
The present study mainly aimed at investigating the relationship between types and distribution of corrective feedback and their effect on learners’ uptake in Iranian adult EFL classrooms. The framework of this study has been adopted from Lyster and Ranata’s (1997) analytic model. The database consisted of 32 hours of recorded classroom interaction between 3 teachers and 79 adult EFL learners. The interactions were audiotaped and transcribed, and then coded according to Lyster and Ranata's (1997) model. The study also investigated whether there is any relationship between the type of feedback provided by the teachers and the learners' proficiency level, and whether the feedback types differ with respect to the error types. The data were subjected to a Chi-square test. The results showed recast as the most frequent error feedback type given to learners in all proficiency levels—elementary, intermediate, and advanced. The feedback techniques that mostly led to uptake were elicitation and request for clarification, mainly leading to self-repair. Accounts for the differences in the results as well as pedagogical implications are provided.
Key words: corrective feedback, error correction, recasts, speaking, uptake
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