Oral feedback and learner uptake in EFL classes in Armenia

Abstract

The current paper is a mixed-method research study which aims at investigating different types of oral corrective feedback and the resulting learner uptake of that feedback in EFL classrooms in Armenia. The purpose of the study was to identify the types of oral feedback that EFL teachers provide for correcting various types of students’ oral errors, as well as find out the distribution of uptake following different types of oral corrective feedback. The study was carried out in the Experimental English Classes (EEC) by the Department of Humanities and Social Sciences at the American University of Armenia (AUA) and in Extension Program of the American University of Armenia (EP AUA). The quantitative data was collected through questionnaire, which has been administered to 47 EEC and EP teachers, as well as second year graduate students of the AUA. The qualitative data was collected through 20 observations and interviews with 10 EEC and EP teachers. The results of the data analysis revealed that the types of feedback which generate more repaired uptake are used less than those which generate nearly an equal percentage of needs-repair and repaired uptake. The other findings of the study suggest that the teachers’ beliefs relating to oral error correction are not always consistent with the way they actually correct those errors in their classrooms.