Corrective Feedback in EFL University Classrooms: A Case Study at an Italian University

Abstract

This paper focuses on the types of errors made by students and the corrective feedback provided during oral classroom work in an EFL course in an Italian university. The database is drawn from transcripts of six lessons with two groups, one beginner and one pre-intermediate, attending the same course. Results show that although recasts (see Lyster and Ranta’s categories 1997) were the most common type of corrective feedback used regardless of proficiency level, the distribution of other types of feedback varied. Moreover, the rate of corrective feedback also varied between the two groups, with the beginner group receiving a much higher rate than the pre-intermediate group. Furthermore, both pedagogical focus and participant organization also had an effect on the percentage of errors corrected and on the type of corrective feedback provided. Not surprisingly, errors made during accuracy activities were more likely to be treated than those made during activities which focused on fluency, the difference being particularly significant in the pre-intermediate group. Finally, the study highlights the role played by the students themselves in providing corrective feedback and suggests that this aspect could be the topic for further research.