Oral Corrective Feedback and Uptake in the Foreign Language Classroom: a Focus on Timing. Language, Literature and Language Teaching: English

Abstract

The present master’s dissertation(Modality: 2) explores the issues of oral corrective feedback and timing in classroom interactions in secondary education and vocational studies. The research conducted in a Spanish secondary school encompassed 9 groups led by 2 teachers, observed for a total of 495 minutes of data collected. Results show that, 23 years after Lyster and Ranta’s(1997)seminal paper in whichrecastsare claimed to be ineffective at eliciting student-generated repair, teachers still use this type of implicit feedback predominantly. Regarding timing, teachers' tendency shows that they wait until learners finish their utterancesin order to provide feedback,avoiding interruption. Factors such as age and proficiency leveldid not prove to be determining when it comes to the type of timing and time lapse between error andprovisionof feedback. Instead, context-related factors (L1 usage, classroom management, and teachers’ and learners ‘attributes) play a crucial rolein the type of corrective feedback offeredand the provision of immediate timing.