Examining corrective feedback sequences and learner-uptake in L2 classes for LESLLA learners : a classroom observation study
- Author
- Emma Maes (UGent) , Marieke Vanbuel (UGent) and Bart Deygers (UGent)
- Organization
- Project
- Abstract
- In this chapter we explore how teachers in classrooms dedicated to Literacy Education and Second Language Learning for Adults (LESLLA) provide corrective feedback and how LESLLA learners respond to it. Corrective feedback is recognized as a highly effective method for facilitating second language acquisition. However, research suggests that LESLLA learners do not benefit equally from all feedback types. This study involved classroom observations in four LESLLA classrooms, with feedback sequences analyzed both quantitatively and qualitatively. The results revealed that implicit corrective feedback was the most commonly employed type, consistent with existing literature in tertiary-educated second language (L2) learners. Furthermore, our findings suggest that LESLLA learners rarely show uptake following implicit corrective feedback, indicating that explicit feedback types are more effective in supporting learning for this group of adult second language learners.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01KGQFKB680JDER0CYEHJF0W9C
- MLA
- Maes, Emma, et al. “Examining Corrective Feedback Sequences and Learner-Uptake in L2 Classes for LESLLA Learners : A Classroom Observation Study.” Adult Migrants Learning Literacy in a New Language, edited by Christine Czinglar et al., De Gruyter, 2026, pp. 239–72, doi:10.1515/9783111403878-009.
- APA
- Maes, E., Vanbuel, M., & Deygers, B. (2026). Examining corrective feedback sequences and learner-uptake in L2 classes for LESLLA learners : a classroom observation study. In C. Czinglar, K. Perry, & K. Schramm (Eds.), Adult migrants learning literacy in a new language (pp. 239–272). https://doi.org/10.1515/9783111403878-009
- Chicago author-date
- Maes, Emma, Marieke Vanbuel, and Bart Deygers. 2026. “Examining Corrective Feedback Sequences and Learner-Uptake in L2 Classes for LESLLA Learners : A Classroom Observation Study.” In Adult Migrants Learning Literacy in a New Language, edited by Christine Czinglar, Kristen Perry, and Karen Schramm, 239–72. De Gruyter. https://doi.org/10.1515/9783111403878-009.
- Chicago author-date (all authors)
- Maes, Emma, Marieke Vanbuel, and Bart Deygers. 2026. “Examining Corrective Feedback Sequences and Learner-Uptake in L2 Classes for LESLLA Learners : A Classroom Observation Study.” In Adult Migrants Learning Literacy in a New Language, ed by. Christine Czinglar, Kristen Perry, and Karen Schramm, 239–272. De Gruyter. doi:10.1515/9783111403878-009.
- Vancouver
- 1.Maes E, Vanbuel M, Deygers B. Examining corrective feedback sequences and learner-uptake in L2 classes for LESLLA learners : a classroom observation study. In: Czinglar C, Perry K, Schramm K, editors. Adult migrants learning literacy in a new language. De Gruyter; 2026. p. 239–72.
- IEEE
- [1]E. Maes, M. Vanbuel, and B. Deygers, “Examining corrective feedback sequences and learner-uptake in L2 classes for LESLLA learners : a classroom observation study,” in Adult migrants learning literacy in a new language, C. Czinglar, K. Perry, and K. Schramm, Eds. De Gruyter, 2026, pp. 239–272.
@incollection{01KGQFKB680JDER0CYEHJF0W9C,
abstract = {{In this chapter we explore how teachers in classrooms dedicated to Literacy Education and Second Language Learning for Adults (LESLLA) provide corrective feedback and how LESLLA learners respond to it. Corrective feedback is recognized as a highly effective method for facilitating second language acquisition. However, research suggests that LESLLA learners do not benefit equally from all feedback types. This study involved classroom observations in four LESLLA classrooms, with feedback sequences analyzed both quantitatively and qualitatively. The results revealed that implicit corrective feedback was the most commonly employed type, consistent with existing literature in tertiary-educated second language (L2) learners. Furthermore, our findings suggest that LESLLA learners rarely show uptake following implicit corrective feedback, indicating that explicit feedback types are more effective in supporting learning for this group of adult second language learners.}},
author = {{Maes, Emma and Vanbuel, Marieke and Deygers, Bart}},
booktitle = {{Adult migrants learning literacy in a new language}},
editor = {{Czinglar, Christine and Perry, Kristen and Schramm, Karen}},
isbn = {{9783111403625}},
language = {{eng}},
pages = {{239--272}},
publisher = {{De Gruyter}},
title = {{Examining corrective feedback sequences and learner-uptake in L2 classes for LESLLA learners : a classroom observation study}},
url = {{http://doi.org/10.1515/9783111403878-009}},
year = {{2026}},
}
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