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Corrective Feedback and Learner Uptake in American ESL and Chinese EFL Classrooms: A Comparative Study

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Title: Corrective Feedback and Learner Uptake in American ESL and Chinese EFL Classrooms: A Comparative Study
Language: English
Authors: Wang, Weiqing (ORCID 0000-0002-0310-6797), Li, Shaofeng
Source: Language, Culture and Curriculum. 2021 34(1):35-50.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods, Context Effect, Comparative Analysis, College Students, Cross Cultural Studies, Comparative Education, Student Attitudes, Preferences, State Universities, Foreign Countries
Geographic Terms: China, United States
DOI: 10.1080/07908318.2020.1767124
ISSN: 0790-8318
Abstract: Instructional context plays a crucial role in the learning of a second/foreign language. The present study compared the occurrence of corrective feedback (CF) and learner uptake across two instructional contexts at the tertiary level: English as a second language (ESL) in the US and English as a foreign language (EFL) in China. Analysis of 36 h of observation data showed that (1) recast was the most preferred feedback type in both settings, but with a much higher percentage in the EFL lessons than in the ESL lessons; (2) the distribution of CF was similar in terms of emphasis but was significantly different in terms of linguistic focus; and (3) the overall frequencies of uptake and repair were close between the two settings, but the rates of uptake and repair following explicit correction were significantly higher in the EFL lessons than in the ESL lessons. These findings suggest that although teacher-student interactions across ESL and EFL settings demonstrate a common trend, CF and uptake are not context-free.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287053
Database: ERIC
FullText Text:
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  Data: Corrective Feedback and Learner Uptake in American ESL and Chinese EFL Classrooms: A Comparative Study
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Weiqing%22">Wang, Weiqing</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0310-6797">0000-0002-0310-6797</externalLink>)<br /><searchLink fieldCode="AR" term="%22Li%2C+Shaofeng%22">Li, Shaofeng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Culture+and+Curriculum%22"><i>Language, Culture and Curriculum</i></searchLink>. 2021 34(1):35-50.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 10.1080/07908318.2020.1767124
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  Data: 0790-8318
– Name: Abstract
  Label: Abstract
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  Data: Instructional context plays a crucial role in the learning of a second/foreign language. The present study compared the occurrence of corrective feedback (CF) and learner uptake across two instructional contexts at the tertiary level: English as a second language (ESL) in the US and English as a foreign language (EFL) in China. Analysis of 36 h of observation data showed that (1) recast was the most preferred feedback type in both settings, but with a much higher percentage in the EFL lessons than in the ESL lessons; (2) the distribution of CF was similar in terms of emphasis but was significantly different in terms of linguistic focus; and (3) the overall frequencies of uptake and repair were close between the two settings, but the rates of uptake and repair following explicit correction were significantly higher in the EFL lessons than in the ESL lessons. These findings suggest that although teacher-student interactions across ESL and EFL settings demonstrate a common trend, CF and uptake are not context-free.
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  Data: 2021
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        Value: 10.1080/07908318.2020.1767124
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      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Cross Cultural Studies
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      – SubjectFull: Student Attitudes
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      – SubjectFull: China
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      – SubjectFull: United States
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      – TitleFull: Corrective Feedback and Learner Uptake in American ESL and Chinese EFL Classrooms: A Comparative Study
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