Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms


 Oral corrective feedback (OCF) has been reported to be affected by several factors such as learners’ age, level of proficiency or the OCF types provided teacher. However, little research carried out on variable learning context, even though and uptake vary in rates second language (SL) foreign (FL) settings. Moreover, clearly under-researched classrooms that follow a content integrated (CLIL) approach. As CLIL programs are being widely implemented mainly European settings differences context characteristics suggest variations uptake, present study aimed compare recorded classroom interaction data (22 hours 43 minutes) from an intact class learners (N=26) their last year secondary education (age 17-18), attending lessons English FL (EFL) teacher Business Studies Findings show significant proportion used, well different behavior regarding repair after use recasts. Pedagogical implications offered how maximize potential benefits classrooms.