A self-study using action research: Teacher feedback and learner uptake in Chinese as a foreign language class.

Classroom interaction has been seen as one of the primary means for L2 learning. One common argument is that during conversational interaction, learners receive feedback on their L2 input, thus noticing the difference between their L2 production and the target form. This ‘noticing’ drives learners to recheck their input with more attention, and then modifies it to be more target-like (Long, 1996; Swain, 1995). This process triggered by feedback from learners’ initial production to their modified production is seen as part of language learning (Swain & Lapkin, 1995). Increasing evidence has noted that feedback provided during the interaction facilitates L2 learning (Mackey & Philp, 1998; Panova & Lyster, 2002; Mackey, 1999, 2006; Lotchman, 2002; Ellis, Basturkmen & Lowen, 2001; Mackey, Oliver & Leeman, 2003).