Corrective Feedback in EFL Classrooms: Learner Negotiation Strategies and Uptake

This quasi-experimental study examines the extent towhich research findings from teacher corrective feedbacks(cfs) and sla concerning the efficiency of focus-on-form(fof) pedagogy is transferable to the context of foreignlanguage learning in iranian schools. to investigate howgrammar instruction with fof-oriented error treatmentfunctions as a matrix in which english learning takes place.transcripts of learners' interactions in two communicativelybasedhigh school classes were analyzed using lyster &ranta's taxonomy of cfs moves (experimental group (exg)received cfs but provision of cfs in control group (cg)was not aimed). findings reveal that all six types of cfsdefined in literature were enjoyed by the present efl teacherwith a tendency to use metajinguistic or the overall studentgeneratedrepairs more than recasts. the frequency anddistribution of efl teacher's cf types together with thefrequency and distribution of different types of learner uptakefollowing each cf type are discussed. the results highlightthe endorsement of fof pedagogy in efl contexts and bringto iight the efficacy of teacher cfs on the learner uptake. thestudy is unique as it adds an important layer to teacher cfand sla research by further accounting for differencesbetween exg and cg in terms of negotiation strategies