Task-based language instruction has been increasingly promoted in second language (L2) classrooms under the assumption that it can provide an ultimate condition for L2 learning when combined with form-focused interventions such as teacher corrective feedback (CF). The present research investigated the amount, type, and learner uptake of teacher CF in relation to the following task-related variables: (1) task vs. nontask work, (2) focused vs. unfocused tasks, and (3) open vs. closed tasks. Data were collected from 8 intermediate adult EFL classrooms. It was found that the amount of teacher CF provided during tasks versus nontasks and focused versus unfocused tasks was not significantly different. However, the teachers used different strategies depending on the focus of tasks. The study did not relate the matter of open versus closed tasks to the amount and types of teacher CF. When considering learner uptake, the study found that the teachers tended to offer more uptake opportunities during relatively form-oriented activities, and the learners’ uptake was more successful when they were working in relatively form-oriented activities compared to the cases where they were in meaning-based activities. Learner uptake was not associated with whether or not tasks were open and closed.

Despite a growing interest in the role of written corrective feedback (CF) in L2development, not enough research has examined how learners actually process and understand linguistic information delivered in CF. Acknowledging the importance and necessity of process-oriented research into written CF, the present study investigated the extent to which Korean learners of English understood written CF they received from the teacher in writing classes. In addition, the study looked into whether the presence and quality of understanding of CF was related to learners’immediate uptake and retention of CF. Two intact writing classes and one native English teacher participated in the present research. The study found that a third of CF targeting grammar errors and a half of CF targeting vocabulary errors were correctly understood. The quality of the learners’ understanding of CF was closely related to their immediate uptake in terms of grammar but not in vocabulary; and the quality of their understanding was strongly related to retention in grammar and vocabulary.

Learner immediate response (i.e., uptake) to recasts has been discussed in a considerable amount of research in the field of second language acquisition (SLA). Many different interpretations of learner uptake have been proposed. One of them defines uptake as an indication of learner noticing of recasts. However, only a limited amount of research has actually examined how learner uptake is associated with learner perception of recasts. The current study examined how learners actually respond to recasts provided in the classroom. In addition, it investigated whether or not learner uptake was related to learner perception of recasts and how the quality of learner uptake was associated with the depth of learner awareness. Nine intact English classrooms were observed and video-taped. Eighty-eight students participated in either oral or written stimulated recall sessions. They viewed the video clips of their own classes and recalled the moments when they received recasts. The analyses of classroom interaction and students’ comments indicated that they responded to recasts to a considerable extent when they had an opportunity for uptake. Learner uptake of recasts was found to be related to learner perception of recasts. It was also revealed that the students much more frequently perceived the gap when they showed successful uptake compared to the cases where they did not.