Feedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary Classrooms

By W. Tsang. 2004

91 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f891fec0a8cd11a47dce86b846477fea1bd480cf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Leila Ranta
2. R. Lyster
3. H. Mori
4. Hossein Nassaji
5. Masatoshi Sato
6. Shaofeng Li
7. Younghee Sheen
8. Kazuya Saito

In Literature and Literary Theory

1. Leila Ranta
2. R. Lyster
3. H. Mori
4. Hossein Nassaji
5. Masatoshi Sato
6. Shaofeng Li
7. Younghee Sheen
8. R. Ellis

Citations in the corpus

• INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE (2006, background): “…observed in French immersion classrooms ~Lyster & Ranta, 1997!, adult ESL in Canada ~Panova & Lyster!, and EFL in Hong Kong secondary schools ~Tsang, 2004!, but more frequent ~and successful! uptake observed in Japanese immersion classrooms ~Mori, 2002!, adult ESL classrooms in New Zealand…”
• COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “…Basturkmen, and Loewen ( 2001 ), Sheen ( 2004 ), and Lyster and Mori ( 2006 ), as well as other studies that also revealed low rates of repair: in English immersion classrooms in Korea (Lee, 2007 ) and English as a foreign language (EFL) classrooms in Hong Kong secondary schools (Tsang, 2004 ).”