Identifying EFL Learners’ Uptakes in Response to Corrective Feedback

Abstract

Corrective feedback is often intended to draw learners' attention to repair linguistic forms when performing communicative activities. While researchers argue that feedback plays a role in L2 development, some teachers doubt what type of feedback is suitable for certain errors. Another issue is whether or not the given feedback is incorporated or responded by the learners. This current study focuses on two corrective feedback, namely recast and elicitation. It aims to identify which feedback elicits more uptakes from the learners. Besides, since uptakes may come in different forms, the study investigates the types of uptakes generated by learners in response to the given feedback. By involving EFL learners in a communicative task and analysing the feedback and uptake that appeared during the task, it was found that recast has elicited more uptake than elicitation. The uptake yielded includes repetition, acknowledgment, and incorporation, with repetition showing the highest frequency.

Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution

“…Otherwise, they might even reject and resisted the feedback from their teachers altogether (Kang & Dykema, 2017). This is also mentioned by Rahayu (2020) that some feedback can elicit positive responses from the learners and internalized it during the learning activities. It leads them to immediate repairs.…”

“…Both native and non-native speakers of English use the language as their mode of communication on a daily basis. Otherwise, Rahayu (2020) mentioned that having a limited knowledge of English by the students of English may lead to errors when they product the language itself. They are potentially producing the errors often without being aware of it if they do not receive any feedback from their teachers or tutors.…”