Preemptive language related episodes, corrective feedback, and uptake in an EFL class

Considering the well-proven benefits of participation in communicative interactions and incorporation of form-focused instruction into primarily communicative classes, this study investigates how frequently reactive focus on form versus preemptive focus on form are used in communicative classes. An attempt is also made to examine the potentials of the two types of focus on form in leading to uptake, as the immediate measure of the effectiveness of form-focused episodes. To obtain the required data, all Language Related Episodes (LREs) were identified and transcribed from the audio-recordings of 24 hours of instruction from one class with two qualified instructors. The LREs were then categorized in terms of preemptive vs. reactive episodes, and student- vs. teacher-initiated preemptive episodes. The findings indicate a significant difference in the frequency of preemptive and reactive LREs in general and between two different types of preemptive episodes. There was also a meaningful difference between the two teachers in their use of corrective feedback types and preemptive language-focused instruction. There was not a significant difference between reactive and preemptive LREs in terms of uptake. The paper concludes by highlighting the necessity of raising EFL teachers awareness to make informed decisions in using these two types of focus on form.