Tai, WH; Poon, B; (2016) A Conversation Analysis of Teacher's Feedback and Students' Uptake in an Intermediate English as a Second Language Classroom at INTO Newcastle University. Annual Review of Education, Communication and Language Sciences (ARECLS) , 13 (2016) pp. 15-43.

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Abstract

This conversational analytic-informed study aims to investigate the role of teacher's feedback in an English as a Second Language classroom. The study draws on multiple excerpts from an extended sequence of an interaction collected at INTO Newcastle University, United Kingdom. The findings demonstrate that explicit feedback is proved to be effective in leading to students' uptake rather than being seen as not effective (Lyster and Ranta, 1997). Hand gestures, employed alongside the teacher's feedback, play a significant role in raising the students' awareness of the mismatch between their interlanguage and the target form, and encouraging students to repeat and self-correct the target form voluntarily. The findings reinforce the importance for future researchers to conduct a case-by-case emic analysis in order to fully understand how teachers to employ different types of feedback and interactional resources to create and facilitate learning opportunities in an acquisition-rich environment in the language classroom.

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