Hostname: page-component-6bb9c88b65-spzww Total loading time: 0 Render date: 2025-07-20T20:44:42.502Z Has data issue: false hasContentIssue false
  • English
  • Français

Corrective feedback and learner uptake in CALL

Published online by Cambridge University Press:  02 December 2004

TRUDE HEIFT
TRUDE HEIFT
Affiliation:
Linguistics Department, Simon Fraser University, Canadaheift@sfu.ca
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper describes a study in which we investigated the effects of corrective feedback on learner uptake in CALL. Learner uptake is here defined as learner responses to corrective feedback in which, in case of an error, students attempt to correct their mistake(s). 177 students from three Canadian universities participated in the study during the Spring semester 2003. The study considered three feedback types: Meta-linguistic, Meta-linguistic + Highlighting, and Repetition + Highlighting. Study results indicate that feedback that provides an explanation of the error and also highlights the error in the student input (Meta-linguistic + Highlighting) is most effective at eliciting learner uptake. The study also considered two learner variables, gender and language proficiency. Our data suggest that none of the two learner characteristics has a significant impact on student responses to corrective feedback.

Information

Type
Research Article
Information
ReCALL , Volume 16 , Issue 2 , November 2004 , pp. 416 - 431
Copyright
© 2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable