This paper analyzes 18 non-native English lessons on teacher feedback and learner
uptake at secondary levels in Hong Kong across Forms 1 to 5 (equivalent to Grades 7
to 11) and different types of lessons (Reading, Writing, Speaking, General English).
945 minutes of lessons were transcribed and analyzed. Results show: (1) Recast and
explicit correction were the most frequent types of feedback; (2) none of the
student-generated repairs resulted from recast or explicit correction, and the most
frequent student-generated repair followed repetition; (3) most grammatical repairs
followed from negotiation; and phonological repairs followed equally frequently from
recast and explicit correction. There are two implications. First, recast may give
way to other types of feedback moves (elicitation, clarification request,
metalinguistic feedback, repetition), which may be more effective than the provision
of correct forms. Second, while recast and explicit correction are more appropriate
for phonological errors, negotiation facilitates grammatical repairs.
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