The study compared feedback-uptake relationships across two immersion settings totaling 18.3 hr of French and 14.8 hr of Japanese classroom interaction¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? The comparative analysis examined teacher-student interaction in elementary French immersion (18.3 hr) and Japanese immersion (14.8 hr) for the immediate effects of explicit correction, recasts, and prompts on uptake and repair. → Roy Lyster and Hirohide Mori 2006
Evidence¶
Roy Lyster and Hirohide Mori 2006¶
Roy Lyster and Hirohide Mori. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269-300. https://doi.org/10.1017/S0272263106060128
q2 · i? · associational · r1
Descriptive statement of the study's scope: a comparative analysis of teacher-student interaction in two elementary immersion settings, with 18.3 hr of French immersion and 14.8 hr of Japanese interaction observed, targeting immediate effects of three feedback types on uptake and repair.
"This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair"
Discussion¶
Related Claims¶
- Recasts were provided more predominantly than prompts and explicit correction in both French immersion and Japanese immersion elementary classrooms — related
- Learner repair following feedback differed by setting: prompts yielded the largest proportion of repair in French immersion, recasts in Japanese immersion — related
- The frequency of oral corrective feedback differs across instructional contexts — a broader claim this one bears on
- The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — related
- Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
- Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comparative-feedback-analysis-french-japanese-immersion-hours |
title |
The study compared feedback-uptake relationships across two immersion settings totaling 18.3 hr of French and 14.8 hr of Japanese classroom interaction |
description |
The study compared feedback-uptake relationships across two immersion settings totaling 18.3 hr of French and 14.8 hr of Japanese classroom interaction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — roy-lyster-and-hirohide-mori-2006 |
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