The Role of Corrective Feedback in Learners’ Phonological Uptake across Gender (Volume 3 – Issue 6)


A major concern for most EFL researchers is to find appropriate ways for the improvement of learners’ language attainment in EFL contexts. To this end, they focus on learners as well as teachers to find suitable methods and create better conditions to enhance the learning. For the past decades, classroom talks and teacher-learner interactions have received serious attention. The current study was an attempt to examine the role of male and female teachers in the provision of corrective feedback that leads to male and female learners’ phonological uptake. All teachers-learners moves in the error correction sequences were identified and transcribed from audio-recordings of 32 hours of instruction from 8 classes with 8 qualified instructors. The researchers also used an interview to obtain fully reliable data. The result based on the chi-square analysis shows that there is a significant relationship between teachers’ corrective feedback and learners’ uptake. Therefore female teacher used more corrective feedback moves in their classrooms but uptake happened more for male learners.

Keywords: corrective feedback, phonological uptake, gender

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