This article reports on an increasing number of SLA studies showing that interactional feedback plays a significant role in improving classroom learners’ use of the target language. Whereas the provision of feedback has proven more effective than no feedback, there are still many variables that mediate the effectiveness of interactional feedback. This article synthesizes a set of classroom studies about interactional feedback taking into account four mediating variables: (a) feedback types, (b) instructional setting, (c) learners’ age, and (d) linguistic targets. The synthesis leads to the conclusion that prescriptions to use only “implicit negative feedback” at the expense of other more overt types of interactional feedback are not supported by classroom research. The article closes with a recommendation for teachers to adopt a wide variety of interactional feedback techniques in accordance with a range of contextual, individual, and linguistic variables.
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Kärner, Tobias & Julia Warwas
2015. Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study. Empirical Research in Vocational Education and Training 7:1
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2023. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher. Applied Linguistics Review 0:0
Nakatsukasa, Kimi
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Phuong, Thi Thanh Huyen
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Saito, Kazuya & Roy Lyster
2012. Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English. Language Learning 62:2 ► pp. 595 ff.
Smit, Nienke, Marijn van Dijk, Kees de Bot & Wander Lowie
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Tan, May
2011. Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research 15:3 ► pp. 325 ff.
Véronique, Georges Daniel
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Wang, Bo, Shulin Yu, Yao Zheng & Timothy Teo
2022. Student engagement with teacher oral feedback in EFL university classrooms. Language Teaching Research► pp. 136216882211057 ff.
Wang, Weiqing & Shaofeng Li
2021. Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture and Curriculum 34:1 ► pp. 35 ff.
Wotring, Anthony, Honglin Chen & Mark Fraser
2024. They Are Talking, But Is It Productive? Exploring EFL Students' Small Group Talk. TESOL Quarterly 58:1 ► pp. 251 ff.
Yu, Shulin, Bo Wang & Timothy Teo
2018. Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms. Educational Research Review 24 ► pp. 181 ff.
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