Abstract
The present study investigates the patterns of corrective feedback and negotiated feedback present in senior-level adult ESL classrooms. To this end, a topic was presented for discussion and everyone was permitted to express their own viewpoints. The data were collected through actual classroom observations (audio-taped) and follow-up interviews. The findings of this study showed that based on classroom observations and transcribing the data, the most frequent type of corrective feedback was ‘clarification request’, which comprises 8 (32%) feedbacks out of 25 and the least frequent feedback was ‘explicit correction’ receiving no consideration. Finally, follow-up interviews with students demonstrate that there is conformity between their preferences and the actual classroom feedback given.
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