Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings

To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy provide corrective feedback (CF) on language use their students during class interaction. In other words, when EMI incidentally focus students’ problematic use, how do they correct it – providing explicit correction using recast elicitation? This article reports a study that examined CF types and used classroom discourse, drawing data collected from observations recordings of six different classes in high school university settings Korea. The frequency reactive language-related episodes (LREs) were identified compared between two across disciplines (social science, mathematics, computer science). Findings showed all offered but with frequency; schoolteachers more frequently than lecturers. Also, various both settings, occurred most mathematics disciplines. ends suggestions for ways findings this can be raise teachers’ awareness options linguistic errors incidental teaching practices.