Analysis and Evaluation of the Effectiveness of a Teacher’s Feedback in Classroom Interaction

Abstract

The impact of teacher feedback on learner uptake in second language learning classrooms has received much attention from researchers over the last decade. The I-R-F exchange structure reflects the interactive process in the classroom, with the F-move focusing on the ways in which the teacher gives feedback to students’ responses, which are both positive and negative (Ellis, 2009). Corrective feedback (CF) is frequently used in the classroom as a form of negative feedback in language teaching, yet its effectiveness is disputed in second language acquisition (SLA) research (Ellis, 2009; Lyster et al., 2012). Through a video observation of a classroom with A2 proficiency learners in English, the teacher used a combination of positive feedback and different types of corrective feedback, with the majority of students self-correcting following the teacher’s feedback, but there were some students whose uptake was unsuccessful. This means that teacher feedback contributes to a certain extent to learners’ language acquisition.