Corrective feedback has been accorded an important role in second language (L2) acquisition
(Chaudron, 1988; Long, 1996), partly because it may allow opportunities for modified output, a
process that is claimed to benefit L2 development (Swain, 1985, 1995). Classroom studies have
revealed different feedback types associated with different levels of success in inviting modified
output depending on various mediating factors, such as characteristics of feedback, learner
differences and instructional contexts. The present descriptive self-study examined patterns of
corrective feedback and learner responses in an adult high-beginning ESL grammar class. The
findings showed that recasts were the most frequent yet least effective feedback type, often
followed by a majority of peer-initiated and teacher-initiated topic continuation. The findings
also revealed some error patterns in my responses to students’ non-target utterances, but students
did not appear to notice my errors. These results suggest some pedagogical implications with
respect to my role as a facilitator and monitor as well as raising students’ awareness of self- and
Keywords: self-study, corrective feedback, modified output, ESL, grammar
1 online resource (PDF, 73 pages). Submitted May, 2013 as a Plan B paper in partial fulfillment of the requirements for a master's degree in English as a Second Language from the University of Minnesota.
A practical inquiry on patterns of corrective feedback and modified output in an adult high-beginning ESL grammar class.
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