Students' Uptake of Recasts in Classroom Interaction: a Study in a Lower-Education Context at the Same Level of Students' Proficiency

Abstract

Student success in learning is caused by various factors in which one of them is teacher feedback. The success of teacher feedback relates to the extent of student uptake towards the correction from the teacher--- whether they are aware so that correcting their errors or mistakes immediately, or they are unaware then missing the teacher correction. The current study aims to find out the number of the students' uptake towards their teacher recasts as one of the types of feedback, and to investigate the students' cognition towards the notion of recasts performed by their teacher. This study involved two high school students in an EFL classroom. Both students' English proficiency was categorized at the intermediate level by the teacher based on the grammaticality judgment test and speaking test conducted at the beginning of the semester. The data were collected through a checklist format in classroom observations and stimulated recall interviews. The findings show that due to several intervening factors, both students only repaired around thirty percent of the overall recasts given by the teacher. Further, both students also explained their ignorance of the nature of recasts so that their uptake was not considerably obtained.