مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Research into oral corrective feedback (henceforth OCF) has widely been studied in SLA and applied linguistics research and it aroused much debate among EFL researchers and scholars in the past three decades (Sheen, 2011). While the attention was shifted towards exploring the nature of this construct (CF) in addition to its role in the language learning process, the interplay between OCF, uptake and class size remains an under-investigated area to date. In an attempt to fill this gap, the present study explores the effect of the provider-based distribution of CF strategies on learner uptake in small-size classes in the EFL context. The subjects of this study are 75 language learners and 4 teachers from four language centres in Sfax, Tunisia. To collect data, three tools were utilised; A questionnaire, classroom observations and an interview. The findings from the interviews with the teachers showed that learners prefer to use the input-providing CF strategies over the output-pushing CF moves. As regards the effectiveness of CF in generating uptake, the data from the questionnaire and the observations revealed that output-pushing CF moves are more effective in eliciting uptake compared to input-providing CF moves.