Open Access Open Access  Restricted Access Subscription Access

Corrective Feedbacks and Their Impacts To Learners’ Uptakes In EFL Speaking Class

Didik Hartono


This paper discusses the importance of both teachers’ and students’ acceptance about the fact that errors are important part of learning process. It is through students’ errors, teacher can observe what students are trying to posses, what notions students have misunderstood and what additional work they might need. For that reason, errors are often seen as a sign of learning in language acquisition process. On the other hand, teachers’ habits in responding students’ spoken errors are varied, showing different reactions they hold towards student’s spoken errors. Some teachers tend to correct all the errors while some tend to be tolerant, and still some others do not correct at all. Corrective feedbacks are provided by the teacher in responding student’s errors. From the language teacher’s point of view, the provision of feedback is a major means to inform learners of the accuracy of both their target language production. Unfortunately, sometimes, feedback as a part of teacherlearner interaction in the class is assumed as a barrier in doing a communication. This paper calls the attention to the importance of applying the appropriate corrective feedbacks toward students’ spoken errors and the impacts of that error correction behavior toward students’ uptake.

Keywords: Corrective feedbacks, categories of errors, students’ uptake.

Full Text:



Austin, J. 1962. How to Do Things with Words. Oxford : Oxford University Press.

Brown, H. D. 1993. Principles of Language Learning and Teaching. Englewood Cliffs: Prentice-Hall

Brown, H. D. 2000. Principles of Language Learning and Teaching. Longman, Inc.

Chaudron, C. 1998. Second Language Classrooms. Research on Teaching and Learning. Cambridge University Press.

Dulay and Burt. 1982. Language Two. New York and Oxford. Oxford University Press.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford University Press.

Ellis, R. 1997. Second Language Acquisition. Oxford University Press.

James, C. 1998. Errors in Language Learning and Use. Exploring Error Analysis. Addison Wesley Longman Limited.

Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Press Inc.

Lightbown and Spada. 2003. How Languages are Learned. Second Edition. Oxford University Press.

Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. Inc.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition.

Maicusi & Lopez (2000), The error in the Second Language Acquisition. Encuentro. Revista de investigación e innovación en la clase de idiomas.

Mey,J. 1993. Pragmatics: An introduction. Oxford: Blackwell.

Park H.S. 2010. Teachers’ and Learners’ Preferences for Error Correction. A Thesis. California State University, Sacramento

Wang. P. 2010. Dealing with English Majors‘ Written Errors in Chinese Universities. Journal of Language Teaching and Research. Academy Publisher Finland.


  • There are currently no refbacks.