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Corrective feedback and learner uptake: focus-on-form instruction in primary school EFL classrooms in China

Bristol student theses: Doctoral ThesisDoctor of Philosophy (PhD)


  • Beibei Zhao

Research units


Previous research has suggested that corrective feedback has considerable potential for providing learners with significant L2 learning opportunities. It thus plays beneficial role in L2 learning. This study examined corrective feedback and learner uptake in focus-on-form instruction contexts in primary school EFL classrooms in China.


Original languageEnglish
Awarding Institution
  • University of Bristol
    Award date2008

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