Corrective Feedback and Learners’ Uptake Across Gender in an EFL Context

The current study's purpose is twofold. It attempts to investigate how frequently oral corrective feedback (reactive focus on form) is used in communicative-based classes and also examines the role of teachers’ gender in provision of corrective feedback that leads to learners’ uptake of different linguistic features. For this purpose, all teacher-learner moves in the error correction sequences were identified and transcribed from the audio-recordings. In order to obtain data on the amount of learners’ uptake from error correction and teachers’ awareness about error correction, the researchers used an introspective measure (self-report) and a semi-structured interview. Given the results obtained, the study concludes that there is a need to highlight the necessity of raising EFL teachers’ attention to make informed decisions in using reactive focus on form. Also analysis showed that female teachers use more corrective feedback moves rather than male ones, but uptake happens more for male learners rather than female ones.