Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study
This study explores an 11th-grade teacher's understanding, practices, and perceptions of corrective feedback (CF) to enhance second language (English) pronunciation in a private bilingual school in Sincelejo, Colombia. Using a qualitative case study design, data was collected through classroom...
- Autores:
-
Román Lázaro, Roberto
- Tipo de recurso:
- Fecha de publicación:
- 2025
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/9076
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/9076
https://repositorio.unicordoba.edu.co/
- Palabra clave:
- Retroalimentacion correctiva
Percepciones de los profesores
Segunda lengua
Prácticas
Entendimiento
Corrective feedback
Teacher perceptions
Second language pronunciation
Teacher’s understanding
Practices
Perception
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2025
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Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| title |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| spellingShingle |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study Retroalimentacion correctiva Percepciones de los profesores Segunda lengua Prácticas Entendimiento Corrective feedback Teacher perceptions Second language pronunciation Teacher’s understanding Practices Perception |
| title_short |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| title_full |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| title_fullStr |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| title_full_unstemmed |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| title_sort |
Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study |
| dc.creator.fl_str_mv |
Román Lázaro, Roberto |
| dc.contributor.advisor.none.fl_str_mv |
Valle Zapata, Liliana |
| dc.contributor.author.none.fl_str_mv |
Román Lázaro, Roberto |
| dc.contributor.educationalvalidator.none.fl_str_mv |
Valle Zapata, Liliana |
| dc.contributor.jury.none.fl_str_mv |
Jerez Rodríguez, Sonia María Lorduy, Danilsa |
| dc.subject.proposal.spa.fl_str_mv |
Retroalimentacion correctiva Percepciones de los profesores Segunda lengua Prácticas Entendimiento |
| topic |
Retroalimentacion correctiva Percepciones de los profesores Segunda lengua Prácticas Entendimiento Corrective feedback Teacher perceptions Second language pronunciation Teacher’s understanding Practices Perception |
| dc.subject.keywords.eng.fl_str_mv |
Corrective feedback Teacher perceptions Second language pronunciation Teacher’s understanding Practices Perception |
| description |
This study explores an 11th-grade teacher's understanding, practices, and perceptions of corrective feedback (CF) to enhance second language (English) pronunciation in a private bilingual school in Sincelejo, Colombia. Using a qualitative case study design, data was collected through classroom observations, semi-structured interviews, and stimulated recall interviews. The findings revealed three key themes: (1) Timing and Personalization of Feedback, emphasizing their comprehension and the importance of the strategic timing of CF to balance student confidence and learning outcomes; (2) Reinforcement Techniques to Strengthen Language Retention, highlighting the use of repetition, elicitation, and metalinguistic feedback to foster long-term linguistic accuracy; and (3) Strategies and Beliefs for Effective Pronunciation Feedback, showcasing the teacher's reliance on explicit correction, recasts, and motivational approaches to improve student pronunciation and fluency. The results underscore the importance of tailored CF strategies that address individual learner needs while maintaining a supportive classroom environment. The study offers implications for professional development, classroom practices, and future research about CF in diverse educational contexts. |
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2025 |
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2025-02-10T21:15:40Z |
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2025-02-10T21:15:40Z |
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2025-02-05 |
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Trabajo de grado - Maestría |
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info:eu-repo/semantics/masterThesis |
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Universidad de Córdoba |
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Repositorio Universidad de Córdoba |
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https://repositorio.unicordoba.edu.co/ |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/9076 https://repositorio.unicordoba.edu.co/ |
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eng |
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eng |
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Abedi, A., Li, X., Zhang, Z., Zhang, Q., Liu, J., & Wang, Y. (2022). How learners' corrective feedback beliefs modulate their oral accuracy: A comparative study on high- and low-accuracy learners of Chinese as a second language. Frontiers in Psychology, 13, 869468. doi:10.3389/fpsyg.2022.869468 Ahangari, S., & Amirzadeh, S. (2011). Teaching Iranian EFL Learners at Different Levels of Proficiency. Procedia - Social and Behavioral Sciences, 29, 1859-1868. Ahangari, S., & Amirzadeh, S. (2011). The relationship between teachers' spoken corrective feedback and proficiency levels of learners. Procedia - Social and Behavioral Sciences, 29, 1859-1868. https://doi.org/10.1016/j.sbspro.2011.11.568 Ahangari, S., & Amirzadeh, S. (2011). The relationship between teachers' spoken corrective feedback and proficiency levels of learners. Procedia - Social and Behavioral Sciences, 29, 1859-1868. https://doi.org/10.1016/j.sbspro.2011.11.568 Ayedh, A., & Khaled, M. (2011). The impact of corrective feedback on EFL learners' oral performance. English Language Teaching, 4(4), 199-218 Berger, P. L., & Luckmann, T. (1967). The social construction of reality. Doubleday. Bitchener, J., Young, S., & Cameron, D. (2005). The effect of diverse types of corrective feedback on ESL student writing. Journal of second language writing, 14(3), 191-205. Brown, D. (2013). Teaching pronunciation: A course for teachers. Cambridge University Press. Brown, D. (2014). Language assessment in action. Oxford University Press. Celce-Murcia, M. (2010). Teaching pronunciation: A coursebook (2nd ed.). Cambridge University Press. Celce-Murcia, M. (2014). Teaching English as a second or foreign language (5th ed.). Heinle & Heinle Publishers. Chappuis, J., & Stiggins, R. J. (2002). Teaching to learn: How to design teaching and assessment to promote student learning. Pearson Education. Chaudron, C. (1985). A review of research on corrective feedback. Applied Linguistics, 6(3), 270-286. Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions, and practices. System, 84, 41–52. https://doi.org/10.1016/j.system.2019.04.003 Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing among five approaches. Sage Publications. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Creswell, J. W. (2017). Qualitative Inquiry and Research Design: Choosing among five approaches (2nd ed.). University of Nebraska, Lincoln. https://revistapsicologia.org/public/formato/cuali2.pdf Denzin, N. K., & Lincoln, Y. S. (2018). Strategies of qualitative inquiry (5th ed.). Sage. Derwing, T. K., & Munro, M. J. (2015). Pronunciation. In J. Chapelle (Ed.), The Cambridge Handbook of second language acquisition (pp. 367-391). Cambridge University Press. Ellis, R. (2008). Second language acquisition. Oxford University Press. Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1). Retrieved from https://escholarship.org/uc/item/2504d6w3 Ellis, R., & Sheen, Y. (2006). Recasts, prompts, and enhanced feedback: Effects on accuracy and fluency in L2 production. Studies in Second Language Acquisition, 28(2), 205-236. Gamlo, N. H. (2019). EFL Learners‟ Preferences of Corrective Feedback in Speaking Activities. World, 9(2), 28-37. Goldsmith, M. H. (2007). What got you here won't get you there: How successful people become even more successful. Crown Business. Gregory, R. L. (1981). Illusion: A brilliantly erroneous reconstruction of the world. New York: Oxford University Press. Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Sage Publications. Hamidi, H., Azizi, D. B., & Kazemian, M. (2022). The Effect of Direct Oral Corrective Feedback on Motivation to Speak and Speaking Accuracy of EFL Learners. Education and Self Development, 17(3). Harmer, J. (2013). The practice of English language teaching (5th ed.). Longman. Harwood, N. (2012). Teacher feedback on L2 writing: A review of the literature. Language Teaching Research, 16(2), 121-152. Hattie, J., & Clarke, S. (2019). Visible learning: A synthesis of over eight hundred meta-analyses relating achievement to instruction. Routledge. Johnson, K. (2003). Corrective feedback and the role of teacher beliefs: A critical approach. In M. H. Long (Ed.), Teacher learning in language teaching (pp. 23-40). Cambridge University Press Korianty, A., & Setiawan, D. (2020). Stimulated recall interview as a research method to investigate language learning strategies. Indonesian Journal of Applied Linguistics, 10(2), 228-242. Kvale, S. (2007). Doing interviews. Sage Publications. Laeli, A. F., & Setiawan, S. (2019). Oral Corrective Feedback in Speaking Class: Its Frequency, Students’ Perceptions and Preference. Exposure: Journal Pendidikan Bahasa Inggris, 8(2), 257-269. Lee, J., & Kim, Y. (2022). The role of learner involvement in pronunciation feedback: A review of the literature. TESOL Journal of Teacher Education, 23(3), 337-355. Lightbown, P. M., & Spada, N. (1990). The effects of form-focused instruction and corrective feedback on second language acquisition. Studies in Second Language Acquisition, 12, 429-448. Long, M. H. (1991). Focus on form: A classroom perspective. In K. de Bot, R. Bongaerts, R. J. Schoonhoven, & T. van Esch (Eds.), Foreign language research in cross-cultural perspective: A Festschrift for A. L. van Ek (pp. 311-322). Swets & Zeitlinger. Long, M. H. (1991). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 13(2), 255-278. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(2), 37-66. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 7-41. Lyster, R., & Ranta, L. (1997). Metalinguistic feedback and second language learning. Studies in Second Language Acquisition, 19(3), 375-401. Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1-40. Marr, D. (1982). Vision: A computational investigation into the human representation and processing of visual information. San Francisco: W. H. Freeman. Mays, N., & Pope, C. (2000). Qualitative research in practice (2nd ed.). Sage. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: Jossey-Bass. Moyano Chantar, E. (2019-2020). Corrective feedback in English as a foreign language: A literature review. Bachelor’s thesis, English and German Philology and Translation and Interpretation Department. Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge. Neisser, U. (1967). Cognitive psychology. New York: Appleton-Century-Crofts. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. Pawlak, M. (2012). The effect of explicit and implicit corrective feedback on eliminating pronunciation errors. In Teaching and researching English accents in native and non-native speakers (pp. 85-101). Berlin, Heidelberg: Springer Berlin Heidelberg. Peters, T. J. (1992). A passion for excellence: The lessons of America's best-run companies. Random House. Saito, K. (2021). Effects of corrective feedback on second language pronunciation development. In Cambridge University Press eBooks (pp. 407–428). https://doi.org/10.1017/9781108589789.020 Saldaña, J. (2023). The coding manual for qualitative researchers. SAGE Publications. Sheen, Y. (2011). Corrective feedback in SLA: A meta-analysis. Studies in Second Language Acquisition, 33(2), 283–324. Sheen, Y., & Zhang, S. (2006). Corrective feedback in oral L2 learning: A meta-analysis. Language Teaching, 39(2), 111-136. Tesnim, O. (2019). Oral corrective feedback and its impact on learners’ speaking skills: Tunisian EFL students as a case study. International Journal of Language and Linguistics, 7(3), 138-149. Thomas, D. R. (2006). A general inductive approach for qualitative data analysis. Sage. Vásquez, C., & Harvey, M. (2010). EFL teachers' attitudes towards oral corrective feedback. Language Teaching Research, 14(4), 437-456. Wang, Y. H., & Young, S. C. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR‐based CALL system. Journal of Computer Assisted Learning, 31(6), 493-504. Wiliam, D. (2011). Embedded formative assessment: Strategies for classroom formative assessment that drives student learning. Routledge. |
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Valle Zapata, Lilianadcd6019e-57e6-4dfd-8d33-a3422065c73a-1Román Lázaro, Roberto00362174-d6fb-4baf-8b12-9b2c717501dc-1Valle Zapata, LilianaJerez Rodríguez, Sonia María098644a0-b74e-463e-b8d0-f06790bacf16600Lorduy, Danilsafb413255-e9d5-4425-9ce1-c8b7072351ad6002025-02-10T21:15:40Z2025-02-10T21:15:40Z2025-02-05https://repositorio.unicordoba.edu.co/handle/ucordoba/9076Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/This study explores an 11th-grade teacher's understanding, practices, and perceptions of corrective feedback (CF) to enhance second language (English) pronunciation in a private bilingual school in Sincelejo, Colombia. Using a qualitative case study design, data was collected through classroom observations, semi-structured interviews, and stimulated recall interviews. The findings revealed three key themes: (1) Timing and Personalization of Feedback, emphasizing their comprehension and the importance of the strategic timing of CF to balance student confidence and learning outcomes; (2) Reinforcement Techniques to Strengthen Language Retention, highlighting the use of repetition, elicitation, and metalinguistic feedback to foster long-term linguistic accuracy; and (3) Strategies and Beliefs for Effective Pronunciation Feedback, showcasing the teacher's reliance on explicit correction, recasts, and motivational approaches to improve student pronunciation and fluency. The results underscore the importance of tailored CF strategies that address individual learner needs while maintaining a supportive classroom environment. The study offers implications for professional development, classroom practices, and future research about CF in diverse educational contexts.1. INTRODUCTION 11.1. The Problem 31.2. Purpose of the Study 32. THEORETICAL FRAMEWORK 52.1. Conceptual Framework 52.1.1. Perception 52.1.2. Pronunciation 62.1.3. Ways to Give Pronunciation Feedback 72.1.4. Corrective Feedback 82.1.5. Corrective feedback Types 92.2. Literature Review 113. METHODOLOGY 233.1. Research Design 23Data collection procedures 243.3. Context and Participants 263.4. Data Analysis 27Figure # 1 284. RESULTS 304.1. Timing and Personalization of Feedback 314.2. Reinforcement Techniques to Strengthen Language Retention 314.3. Strategies and Beliefs for Effective Pronunciation Feedback 335. DISCUSSION 365.1 Reinforcement Techniques and Language Retention Timing and Personalization of Feedback 365.2 Strategies and Beliefs for Effective Pronunciation Feedback 386. CONCLUSIONS 40REFERENCES 43ANNEXES 49MaestríaMagíster en Enseñanza del InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaMaestría en Enseñanza del InglésCopyright Universidad de Córdoba, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case studyTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAbedi, A., Li, X., Zhang, Z., Zhang, Q., Liu, J., & Wang, Y. (2022). How learners' corrective feedback beliefs modulate their oral accuracy: A comparative study on high- and low-accuracy learners of Chinese as a second language. Frontiers in Psychology, 13, 869468. doi:10.3389/fpsyg.2022.869468Ahangari, S., & Amirzadeh, S. (2011). Teaching Iranian EFL Learners at Different Levels of Proficiency. Procedia - Social and Behavioral Sciences, 29, 1859-1868.Ahangari, S., & Amirzadeh, S. (2011). The relationship between teachers' spoken corrective feedback and proficiency levels of learners. Procedia - Social and Behavioral Sciences, 29, 1859-1868. https://doi.org/10.1016/j.sbspro.2011.11.568Ahangari, S., & Amirzadeh, S. (2011). The relationship between teachers' spoken corrective feedback and proficiency levels of learners. Procedia - Social and Behavioral Sciences, 29, 1859-1868. https://doi.org/10.1016/j.sbspro.2011.11.568Ayedh, A., & Khaled, M. (2011). The impact of corrective feedback on EFL learners' oral performance. English Language Teaching, 4(4), 199-218Berger, P. L., & Luckmann, T. (1967). The social construction of reality. Doubleday.Bitchener, J., Young, S., & Cameron, D. (2005). The effect of diverse types of corrective feedback on ESL student writing. Journal of second language writing, 14(3), 191-205.Brown, D. (2013). Teaching pronunciation: A course for teachers. Cambridge University Press.Brown, D. (2014). Language assessment in action. Oxford University Press.Celce-Murcia, M. (2010). Teaching pronunciation: A coursebook (2nd ed.). Cambridge University Press.Celce-Murcia, M. (2014). Teaching English as a second or foreign language (5th ed.). Heinle & Heinle Publishers.Chappuis, J., & Stiggins, R. J. (2002). Teaching to learn: How to design teaching and assessment to promote student learning. Pearson Education.Chaudron, C. (1985). A review of research on corrective feedback. Applied Linguistics, 6(3), 270-286.Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions, and practices. System, 84, 41–52. https://doi.org/10.1016/j.system.2019.04.003Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing among five approaches. Sage Publications.Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.Creswell, J. W. (2017). Qualitative Inquiry and Research Design: Choosing among five approaches (2nd ed.). University of Nebraska, Lincoln. https://revistapsicologia.org/public/formato/cuali2.pdfDenzin, N. K., & Lincoln, Y. S. (2018). Strategies of qualitative inquiry (5th ed.). Sage.Derwing, T. K., & Munro, M. J. (2015). Pronunciation. In J. Chapelle (Ed.), The Cambridge Handbook of second language acquisition (pp. 367-391). Cambridge University Press.Ellis, R. (2008). Second language acquisition. Oxford University Press.Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1). Retrieved from https://escholarship.org/uc/item/2504d6w3Ellis, R., & Sheen, Y. (2006). Recasts, prompts, and enhanced feedback: Effects on accuracy and fluency in L2 production. Studies in Second Language Acquisition, 28(2), 205-236.Gamlo, N. H. (2019). EFL Learners‟ Preferences of Corrective Feedback in Speaking Activities. World, 9(2), 28-37.Goldsmith, M. H. (2007). What got you here won't get you there: How successful people become even more successful. Crown Business.Gregory, R. L. (1981). Illusion: A brilliantly erroneous reconstruction of the world. New York: Oxford University Press.Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Sage Publications.Hamidi, H., Azizi, D. B., & Kazemian, M. (2022). The Effect of Direct Oral Corrective Feedback on Motivation to Speak and Speaking Accuracy of EFL Learners. Education and Self Development, 17(3).Harmer, J. (2013). The practice of English language teaching (5th ed.). Longman.Harwood, N. (2012). Teacher feedback on L2 writing: A review of the literature. Language Teaching Research, 16(2), 121-152.Hattie, J., & Clarke, S. (2019). Visible learning: A synthesis of over eight hundred meta-analyses relating achievement to instruction. Routledge.Johnson, K. (2003). Corrective feedback and the role of teacher beliefs: A critical approach. In M. H. Long (Ed.), Teacher learning in language teaching (pp. 23-40). Cambridge University PressKorianty, A., & Setiawan, D. (2020). Stimulated recall interview as a research method to investigate language learning strategies. Indonesian Journal of Applied Linguistics, 10(2), 228-242.Kvale, S. (2007). Doing interviews. Sage Publications.Laeli, A. F., & Setiawan, S. (2019). Oral Corrective Feedback in Speaking Class: Its Frequency, Students’ Perceptions and Preference. Exposure: Journal Pendidikan Bahasa Inggris, 8(2), 257-269.Lee, J., & Kim, Y. (2022). The role of learner involvement in pronunciation feedback: A review of the literature. TESOL Journal of Teacher Education, 23(3), 337-355.Lightbown, P. M., & Spada, N. (1990). The effects of form-focused instruction and corrective feedback on second language acquisition. Studies in Second Language Acquisition, 12, 429-448.Long, M. H. (1991). Focus on form: A classroom perspective. In K. de Bot, R. Bongaerts, R. J. Schoonhoven, & T. van Esch (Eds.), Foreign language research in cross-cultural perspective: A Festschrift for A. L. van Ek (pp. 311-322). Swets & Zeitlinger.Long, M. H. (1991). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 13(2), 255-278.Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. 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2025open.accesshttps://repositorio.unicordoba.edu.coRepositorio Universidad de 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