Corrective feedback and learner uptake in a Chinese as a foreign language class: do perceptions and the reality match?
The goal of this study is to examine teacher feedback, learner uptake, and feedback perceptions in an adult Chinese as a Foreign Language (CFL) context. A 200-level Chinese reading course was observed for data collection. Participants included 13 students and one teacher. Thirteen class sessions (10...
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| Language: | English en |
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2012
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| Online Access: | http://hdl.handle.net/1828/4253 |