VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST–GRADUATE STUDIES ***************** PHẠM THỊ HỒNG AN EXPLORATORY RESEARCH ON TEACHERS’ ORAL CORRECTIVE FEEDBACK AND STUDENTS’ UPTAKE IN ENGLISH SPEAKING CLASSES AT BINH MINH HIGH SCHOOL IN NINH BINH (NGHIÊN CỨU THĂM DÒ VỀ VIỆC CHỮA LỖI NÓI CỦA GIÁO VIÊN VÀ SỰ TIẾP NHẬN CỦA HỌC SINH TRONG GIỜ NÓI TIẾNG ANH TẠI TRƯỜNG THPT BÌNH MINH, TỈNH NINH BÌNH) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi - 2016 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST–GRADUATE STUDIES ***************** PHẠM THỊ HỒNG AN EXPLORATORY RESEARCH ON TEACHERS’ ORAL CORRECTIVE FEEDBACK AND STUDENTS’ UPTAKE IN ENGLISH SPEAKING CLASSES AT BINH MINH HIGH SCHOOL IN NINH BINH (NGHIÊN CỨU THĂM DỊ VỀ VIỆC CHỮA LỖI NĨI CỦA GIÁO VIÊN VÀ SỰ TIẾP NHẬN CỦA HỌC SINH TRONG GIỜ NĨI TIẾNG ANH TẠI TRƯỜNG THPT BÌNH MINH, TỈNH NINH BÌNH) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Lê Văn Canh Hanoi - 2016 DECLARATION I, Pham Thi Hong, the candidate for the degree of Master of Arts (TEFL) certify that this graduation thesis is entirely my own work I accept all the requirements of University relating to the retention and use of Master‟s Graduation paper deposited in the library I have provided fully documented references to the work of others The material in this paper has not been submitted for assessment in any other formal courses of study Hanoi, 2016 Phạm Thị Hồng i ACKNOWLEDGEMENTS In the completion of this paper, I owe a great deal of guidance, assistance and encouragement to a number of people First of all, I would like to express my deepest thanks and gratitude to my supervisor Le Van Canh, PhD for his valuable instructions, tireless assistance and critical comments, without which this thesis could never have been completed Ocean thanks go to my colleagues, who are teachers of English at Binh Minh high school as well as 11th grade students at the same school for their cooperation in helping me to get precious data Last but not least, I owe special thanks to my family and my friends for their encouragement and continual support during the implementation of the study They are so supportive to my work, without which this paper could not have been fulfilled ii ABSTRACT In consideration of the importance of oral corrective feedback in teaching language, this paper aims at finding out the patterns of giving corrective feedback among teachers in speaking classes and the uptake of students To obtain the objective, I have observed and recorded a number of speaking classes of the 11th grade at a high school in Ninh Binh The findings of this study indicate that there are differences in the frequency of using of various types of oral feedback They also indicate that all teachers use multiple feedback quite frequently to help their students to take repair or successful uptake Last but not least, the uptake pattern is also various Recast seem to be most frequently used but with least uptake whereas elicitation, explicitation and multiple feedback seem to be the most successful in resulting in uptake iii TABLE OF CONTENTS DECLARATION………………………………………………………… i ACKNOWLEDGEMENTS………………………………………………… ii ABSTRACT………………………………………………………………… iii TABLE OF CONTENTS…………………………………………………… iv PART A INTRODUCTION I Rationale …………………… …………………… …………………… II Aims of the study………………………………………………………… III Research questions………………………………………………………… IV Methods of the study …………………………………………………… V Scope of the study ……………………………………………………… VI Significances of the study………………………………………………… VII Structure of the study………………………………………………… PART B DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Error defined…………………………………… .…………………… 1.2 Teachers‟ feedback………………………………………… .… 1.2.1 Definition of teachers‟ feedback…………………………… 1.2.2 Types of teachers‟ feedback 1.3 Oral corrective feedback and uptake 1.3.1 Definition of oral corrective feedback 1.3.2 Techniques used in oral corrective feedback 1.3.3 Learners‟ uptake……………………………………………………… 10 1.3.4 .Studies on teacher‟s corrective Feedback and learner‟s uptake in Second Language Acquisition 11 1.4 Summary…………… ………………………………………………… 15 CHAPTER RESEARCH METHODOLOGY iv 2.1 The context of the study………………………………………………… 16 2.1.1 The research site………………………………………………………… 16 2.1.2 The textbook… ………… …………………………………………… 17 2.1.3 The participants .……………….……………………… 17 2.2 Data collection instruments……………………………………………… 18 2.3 Procedures………………………………………………………………… 20 2.3.1 Procedures of data collection…………………………………………… 20 2.3.2 Procedures of data analysis……………………………………………… 20 Summary……………………………………………………………………… 21 CHAPTER FINDINGS AND DISCUSSION 3.1 Findings…………………………………………………………………… 23 3.1.1 Patterns of teachers‟ oral corrective feedback ………………………… 23 3.1.2.Students‟uptake………………………………………… ………… 27 3.2 Discussion………………………………………… …………………… 29 PART C CONCLUSION Summary of the main findings…………………………………………… 33 Pedagogical implications………………………………………………… 34 Limitations of the study…………………………………………………… 35 Suggestions for further studies…………………………………………… 35 REFERENCES……………………………………………………………… 36 APPENDIXS Appendix 1…………………………………………………………………… I Appendix 2…………………………………………………………………… II Appendix 3………………………………… ……………………………… III Appendix 4…………………………………………………………………… IV v PART A: INTRODUCTION I Rationales Nowadays, English plays an important role in socio-economic life Learning English is necessary for many people The central goal of teaching and learning is students‟ development of four skills: listening, speaking, reading, and writing Of these four skills, speaking is probably the most difficult for learners to develop because it requires them to produce the language most of the time spontaneously or without enough time to construct appropriate and correct utterances Over a long period, considerable attention has been paid to errors and error correction in speaking classes (Ellis, 1994) Different authors have different views Some consider an error as something natural They claim that people cannot avoid making errors and even can learn from them Making errors is a part of learning, and error correction should be done selectively in order to have better results in the classroom Others, however, regard an error as something negative which must be avoided As a consequence, language teachers have always adopted a repressive attitude towards it They usually hold most authority to correct learners‟ errors automatically, regarding the fact that learners value and expect teachers‟ correction To most language teachers, correcting learners‟ oral errors is one of the most frustrating tasks because it has more potential for subjectivity due to individual variables (Cohen, 1998) In considering the individual variables as influential parts in speaking, error correction is highly challenging and possibly perplexing Therefore, error correction should be done appropriately; lest, it will discourage learners from learning and practicing the language It should be noted that although error correction has been the focus of research for a long time, a large number of authors have concentrated mostly on the causes of errors, whether to correct oral error or not and the techniques to correct errors However, there is little research dealing with appropriate error-correction strategies in general and in speaking classes in particular The above situation of error correction in speaking classes and the gap of knowledge in the research area have aroused my interest and encouraged me to carry out the study entitled: “An exploratory research on teachers‟ oral corrective feedback and students‟ uptake in English speaking classes at Binh Minh high school in Ninh Binh” Current learning and teaching at Binh Minh high school in Ninh Binh Binh Minh high school is situated in a rural area by the sea It has 30 classes with a total 1,140 students Most of the students are from working class families Despite the fact that English is a compulsory subject and one of the required examinations the students have to pass in order to be qualified for the General Education Diploma, and the fact that English is going to be the language of instruction used at natural science classes according to “The Project of Foreign Language Education in the National Education System for the period 2008-2020”, the majority of students at Binh Minh high school still pay little attention to this subject As a result, the quality of teaching and learning English in this school is still not very high Normally, at Binh Minh high school, students in each class have three periods learning English with the English textbook and one optional period for extra consoliation every week Teachers are the only ones who takes the responsibility of teaching the subject at school There is no foreign teacher here II Aims of the Study The major aim of the research is to find out error-correction strategies teachers used in speaking lessons and the influence of those strategies on students‟ uptake To be specific, the objectives of this thesis are: + to explore teachers‟ oral error correction + to find out the oral corrective techniques that teachers frequently used in the context of a high svhool + to gain understanding of the reasons behind teachers use of oral corrective feedback techniques + To find out whether all types of ocrrective feedback are equally effective in leading to students‟ uptake + to offer some recommendations on giving oral corrective feedback in speaking lessons III Research Questions To achieve the aims of the study, the following three research questions are addressed: What are the common oral corrective feedback techniques teachers use in English speaking lessons for the 11th grade students? What reasons teachers give for their use of oral corrective feedback technique(s)? Which of the oral corrective feedback techniques the teachers use lead to students‟ most uptake? IV Methods of the Study As an exploratory study, this study used the quantitative method as the main means of studying Besides, with a view to analysing the information from the post observation personal interviews, the qualitative method is also employed Firstly, the researcher reviews the related documents, which is a method to lay the theoretical background for the study Then during the study, the data are collected by means of classroom observation and further information is obtained from faceto-face interviews Data were then analyzed quantitatively and qualitatively with the aim of identifying the patterns of oral corrective feedback used by the observed teachers and the reasons why teachers used the corrective feedback as observed V Scope of the Study Language generated by learners in either speech or writing is considered productive Errors occur in either speaking or writing lessons Due to the limits of time, ability and availability of the data, the study limits itself to the exploration of the types of oral corrective feedback that are commonly used by the teachers in speaking lessons and the uptake of students toward each type of oral corrective feedback 14 Ellis, R (1999), Second Language Acquisiton New York: Oxford: Oxford University Press 15 Ellis, R., Basturkmen, H., & Loewen, S (2001), Learner uptake in communicative ESL lessons Language Learning, 51, 281–318., http://dx.doi.org/10.1111/14679922.00156 16 Ellis, R & sheen.Y (2006), Reexamining the role of recast in second language acquisition: Studies in Second Language Acquisition 17 Ellis, R., Loewen, S., & Erlam, R., (2006), Implicit and explicit corrective feedback and the acquisition of L2 grammar Studies in Second Language Acquisition, 28, 339– 368 18 Ebel, Robert L., Ed (1969), Encyclopedia of Educational Research, http://eric.ed.gov/?id=ED040587 19 Galina Kavaliauskienė, (2012), Case Study: Learner attitudes towards the correction of mistakes ISSN 2029-7564 (online) SOCIALINĖS TECHNOLOGIJOS SOCIAL TECHNOLOGIES, 2(1), p 88–101 20 Han, Z.H (2008), Error correction: Towards a differential approach, The Founrth QQC Colloquium on second langauge acquisition Newyork, Newyork Vedeo 21 Harmer, Jeremy (2001), The practice of English Langauge Teaching 22 Hendrickson, J (1978), Error Correction in Foreign Language Teaching: Recent Research and Practice Modern Langauge J 23 Jun Liu and Jette G Hansen (2002), Peer Response in Second Langauge Writing Classrooms TESL – EJ, The electronic Journal for English as a Second Language September 2003 – Volume 7, Number The University of Michigan Press 24 Kathleen Bailey, (1985), Focus on the language classroom Cambridge University Press 25 Krashen, S.D (1982), Principles and practice in second language acquisition New York: Pergamon Institite of English 26 Lewis M (2002), Giving feedback in language classes Singapore: SEAMEO regional language center 27 Li, S (2010), The effectiveness of corrective feedback in SLA: A meta-analysis Language Learning, 60, 309–365 37 28 Littlewood, W (1981), Language Teaching An Introduction Cambridge: CUP 29 Littlewood, W (1984), Foreign and Second Language Learning.Cambridge University Press 30 Lowe, S., and Erlan, R (2006), Corrective feedback in the Classroom: An experimental srudy Computer assisted Langauge learning 31 Loewen, S (2004), Uptake in incidental focus on form in meaning – focused ESL lessons Article in Language Learning, 54 (1), 153-187 32 Lyster, R., & Randa, L., (1997), Corrective feedback and learner uptake Studies in second language acquisition, 19, 37 - 66 33 Lyster, R (1998a), Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classroom Language Learning 48 (2), 183-218 34 Lyster, R (1998b), recast, repetition, and ambiguity in L.2 classroom discourse Studies in second language acquisition, 20(1), 51-81 35 Lyster, R., (2002), Negotiation in immersion teacher-student interaction International Journal of Educational Research, 37(3-4), 237-253 36 Lyster, R., & Mori, H (2006), Interactional feedback and instructional counterbalance Studies in Second Language Acquisition, 28, 321-341 37 Lyster, R., and Izquierdo, J (2009), Prompts versus recasts in dyadic interaction Language Learning, 59(3), 458 38 Lyster, R., & Saito, K (2010), Oral feedback in classroom SLA: A meta- analysis Studies in Second Language Acquisition, 32, 265–302 39 Mackey, A., Gass, S., & McDonough, K (2000), How learners perceive interactional feedback? 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Cambridge: C.U.P 50 Russell, J., & Spada, N (2006), The effectiveness of corrective feedback for the acquisition of L2 grammar A metaanalysis of the research In J M Norris, & L Ortega (Eds.), Synthesizing research on language learning and teaching (pp 133-164) Philadelphia: John Benjamins 51 Schachter, J (1974), An error in error analysis, Language Learning 24: 205-214 52 Sheen, Y (2004) Corrective feedback and learner uptake in communicative classrooms across instructional settings Language Teaching Research, 8, 263–300 53 Slimani, A (1992), Evaluation of classroom interaction In C Anderson & A Beretta (Eds.), Evaluating second language education (pp 197–221) Cambridge: Cambridge University Press 54 Spanda, N and Frohlich M.(1995), COLT: Communicative orientation of Lngauage teaching observation scheme coding conventions and applications Sydney: NCELTR 39 55 Tsang W.K (2004), Feedback and uptake in teacher-student interaction: An analysis of 18 English Lesson in HongKong Secondary classroom Regional language central journal 56 Ur, Penny (1996), A course in language teaching Cambridge: CUP 57 Vigil, N A., & Oller, J W (1976), Rule fossilization: a tentative model Language Learning, 26, (2), 281-295 58 Waxman, H., Tharp, R G., & Hilberg, R S (Eds.) (2004), Observational research in U.S classrooms: New approaches for understanding cultural and linguistic diversity Cambridge: Cambridge University Press 59 Williams Jessica, (2005), Learning with awareness, studies in second language acquisition Language Learning: Volume 51, Issue Supplement s1, pages 303– 346, 2001 40 APPENDIX OBSERVATION SHEET Teacher: Lesson: Grade: Date of observation: Types of feedback: Teacher and students moves I Types of feedback APPENDIX INTERVIEW QUESTIONS (ENGLISH VERSION) How important you think it is to give students feedback on language mistakes in speaking activities? Why you often use recasts when correcting students‟ oral mistake? Do you think it is effective? Why you use explicit correction more often than implicit ones? Why you often use multiple feedback when dealing with your students‟ oral mistakes? II APPENDIX CÂU HỎI PHỎNG VẤN Thầy/cơ nghĩ việc phản hồi chữa lỗi nói cho học sinh hoạt động nói quan trọng nào? Tại thầy/cô thường sử dụng “recasts” phản hồi chữa lỗi nói? Thầy/ có nghĩ có hiệu khơng? Tại thầy/cô sử dụng thủ thuật chữa lỗi trực tiếp thường xuyên thủ thuật chữa lỗi ngầm? Tại thầy /cô thường sử dụng nhiều kỹ thuật phản hồi gặp sử lý lỗi nói học sinh? III APPENDIX TRANSCRIPTS OF THE CORRECTIVE FEEDBACK RECORDED FROM CLASSROOM OBSERVATIONS I RECASTS Student: Well, this year it‟s in the 9th of February Teacher: Ok, it‟s on the 9th of February Student: Yes, and people (topic continuation) (no-uptake) Student: People expressing their love to each othe Teacher: Ah,people express their love to each other Student: People expressing their love to each other and they give each other chocolate and red roses.(no-uptake) Student 1: What are the activities of Valentine day? Student 2: Children wear masks and parading in the streets Teacher: Good, children wear masks and parade in the streets Student 1: When is Valentine day? (topic continuation – no uptake) Student: Thanksgiving celebrate on the third Thursday in November Teacher: Right, Thanksgiving is celebrated on the third Thursday in November Student: on the third Thursday in November and (no uptake) Student: I want to have a telephone line to install at home Teacher: a telephone line installed at home Student: Yes, I want a telephone installed at home at (uptake) Student: I want to surscribe the LaoDong newspaper (missing use of preposition to) Teacher: you want to surcribe to the Lao Dong nespaper Student: Yes, and I want it to be deliver to my home every morning (no-uptake) Student: Can you send my friend a bunch of red roses to her birthday? Teacher: good, a bunch of red rose on her birthday Student: Yes, and (no uptake – topic continuation) IV Student: The nature is threatened because people killing endangered animals for fur, skin and food Teacher: Right, because people keep killing endangered animals Student: and peopel throw trash into (no uptake – topic continuation) Student: People shouldn’t cutting down trees for wood Teacher: Ok, people shouldn‟t cut down trees for wood Student: Yes, and (topic continuation – uptake) 10 Student: Government should to dcrease the use of fertilizers and pesticide for farming Teacher: Good, government should decreasse the use of fertilizers Student: Government should decrease the use of fertilizers and pesticide for farming (repair) 11 Student: When and where were the first Asian Games hold? Teacher: Ok, you ask where and when were the first Asian game held? Student: Where and when were the first Asian Games held? (repair) 12 Student: It take place in Thailand in 1978 Teacher: right, in 1978, it took place in Thailand Student1; Yes, in Thailand and (topic continuation – no uptake) 13 Student: In body building the Vietnam athletes won one gold medal Teacher: Good, the Vietnamesse athlete won on gold Student: one gold medal and the Thai (topic continuation – no uptake) 14 Student: In billiard, we win two medals Teacher: two medals, good, we won two medals in billiard Student: we win two gold medals in billiard (need repair) 15 Student: Lyduc won the gold medal and Liam Teckleong from Malaysia was the second Teacher: Oh, the Malaysian athlete was the runner-up Student: Yes, and (topic continuation, no uptake) 16 Student: That is my favourite sportman is Pham Van Mach V Teacher: So your favourite sportman is Pham Van Mach Student: Yes, Pham Van Mach (no uptake) II CLARIFICATION REQUEST Student: On Valentine’s Day, people celebrate the harvest Teacher: I‟m sorry, can you say that again? Student: On Thanksgiving Day, people celebrate the harvest (uptake) Student: To protect the nature we should keeping animals as pets Teacher: What did you say: Student: To protect the nature we should to keep animals as pet (need repair) III REPETITION Student: On Mid Autumn Festival, people celebrate the large full moon in the year (pronunciation mistake) Teacher: The large full moon ? (with a rising intonation) Student: The largest full moon in the year and (repair) Student1: What you at Tet? Student 2: Well, we eat a lot of special food, dressing up and Teacher: Eat a lot of special food and dressing up? (rising intonation and stressed on dressing) Student: and visit the relatives and friends ( topic continuation – no uptake) Student: Thank you, how many money is that? Teacher: How many money? (rising up ) Stuedent: How how much is that? (repair) Student: the installation will take one week after registation Teacher: the installation will take one week? Student: one week after th registation (no uptake) Student 1: Where you live? Student 2: I live in 67, Tran Hung Dao street Teacher: live in 67 ? (with rising up in intonation) Student 1: When you want the paper to be delivered? (topic continuation) VI Student: Zoos and national parks should be establish to save animals and plants Teacher: should be establish? Student: yes, and government should (no uptake) Student: Because of our major sources of our energy are running out Teacher: Because of ? Student : because of our major sources of our energy are running out IV ELICITATION Student: Mid Autumn Festival is on the five-teen of August Teacher: Oh, how say the date? Student: The fifteen of August (repair) Teacher: OK Student: The eight Asian Games hold in Thailand Teacher: It is in passive voice How you say it in passive voice? Student: The eight Asian Games held in Thailand.(need repair) V METAGINGUISTIC CORRECTION Student: When it is exactly? Teacher: Oh, remeber, this is a question You have to put the auxiliary before the subject Student: When exactly it is? (need repair) Student: We also playing some traditional games Teacher: not palying.you have to put verb into the present tense Student: We also play some traditional games.(repair) Student: Thanksgiving is on the three Thursday of November Teacher: We can‟t use a number here It should be a cardinal for the date Student: Thanksgiving is on the three Thursday (no uptake) Student 1: Can you tell me your address? Student 2: Your address is at 25, Binh Minh Town Teacher: You are talking so you have to you the first personal pronounce Student: My address (repair) VII Student: All kinds of animals and plants should protect Teacher: This sentence is in passive voice Turn it into passive How you say? Student: All kinds of animals and plants should protect ( no uptake) VI EXPLICITE Student: It is in the fourteen day of February Teacher: not in Before a date you have to use on insteade of in Student: on the fourteen day of February (repair) Student: People celebrate the large full moon of the year Teacher: not the large It must be the largest Student: yes, and it is often on the (topic continuation – no uptake) Student: They give chocolate to each other on Valentine‟s Day Teacher: It wrong It is pronounced : /t∫okl∂t/ Student: chocolate to each other and (repair) Student: When the instalation will take place? Teacher: It is wrong It is a question It must be when will the ? Student: When will the installation take place? (repair) Student: Nature is threatened because keeping animals as pets Teacher: not because but because of keeping animals as pets Student: yes, and the water is polluted ( no uptake –topic continuation) Student: I think our sources of energy are run out Teacher: not run our You have to say or sources of energy are running out Student: and I think we should find alternative sources of energy (no-uptake) Student: Solar energy is enermous /i‟nem∂s/ Teacher: you have to pronounce : /‟en∂m∂s/ Student: Enermous /‟en∂m∂s/ (repair) Student: The first games were held in 1951 /nineteen – five-ty – one) Teacher: Say the year again, please Nine teen – fifty one Student: Nineteen – fifty – one (Repair) Student: Ly Duc is a Vienam Athlete VIII Teacher: not a Vietnam but a Vietnamese athlete Student: He won a lot of gold medals in the Asean Games (topic continuation – nouptake) 10 Student: How many countries taking part in the 22th Seagames? Teacher: No, not taking part in, but took part in Student: took part in the 22th Sea Games (repair) 11 Student: When and Where the 2nd Sea Games held? / the two Sea Game/ Teacher: It‟s not right It must be when and where were the second Sea Games held? Student: When and Where were the second Sea Games held? (repair) 12 Student 1: Where were the second Sea Games holding? Teacher: not holding It is a passive voice sentence Student 2: It was held in (no uptake – topic continuation) 13 Student: Ibrahim sihat, a Singapore won the silver medal Teacher: not say a Singapore But a Sngaporean, or from Singapore Student: a Singaporean won the silver medal (repair) VII MULTIPLE FEEDBACK Student: What you usually doing at Tet? Teacher: Sorry? Can you say that again? (clarification request) Student: What you usually doing at Tet? (no uptake) Teacher: Pay attention to the verb form Not verbing (meta linguistic clue.) Student: What you usually at Tet? (repair) Student: People celebrate the large full moon in the year Teacher: Pardon? (clarification request) Student: People celebrate / kelibreit/ the large full moon in the year (need repair) Teacher: People celebrate /‟selibreit/ (recast) Student: People celebrate the large full moon in the year (need repair) Teacher : not large It is the superlative comparison (metalinguistic clue) Student: the largest full moon in the year Repair IX Student: Say that you have already have a teplephone Teacher: No, you must confirm in a dialogue (metalinguistic clue) Student: You must confirm already have a telephone (need repair) Teacher: You must say: I already have a telephone (explicit correction) Student: I have already a telephone (repair) Student: When the installation will take place? Teacher: sorry? Student: When the installation will take place? ( no uptake) Teacher: It‟s a question (metalinguistic clue) Student: When will the installation take place? (repair) Student: The nature is threatening because discharging chemical pollutants into the rivers and the sea Teacher: Can you say that again? (clarification request) Student: The nature is threatening because discharge pollutants into rivers and sea (No –uptake) Teacher: Ah, the nature is threatened because of discharging pollutants into rivers and seas (Recasts) Student: Yes, and (no- uptake) Student: Government should be banned killing endangered animals Teacher: What you mean by “should be banned?” clarification request) Student: I mean the government should be banned killing animals (no-uptake) Teacher: This is an active sentence not a passive one Metalinguistic clue) Student: Government should ban killing animals (repair) Student: It is advantage that water power is unlimited and clean Teacher: Pardon? (clarification request) Student: It is advantage that water power is unlimited and clean (no uptake) Teacher: It is advantage? (together with a rising intonation) (repetition) Student: Yes, ? (confused – no uptake) X Teacher: You mean it is advantageous, don‟t you? It should be an adjective (recast and metalinguistic correction) Student: Yes, it is advantageous that water is .(uptake) XI ... on teachers‟ oral corrective feedback and students‟ uptake in English speaking classes at Binh Minh high school in Ninh Binh Current learning and teaching at Binh Minh high school in Ninh Binh. .. correction in the 11th form speaking lessons at Binh Minh High School and general information about the study subjects It also focuses on the data collection instruments, data procedures and data analysis... study, data for this research were collected from the observation of English speaking lessons taught to the 11th grade students at Binh Minh high school in Ninh Binh, and the personal interviews