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Embedded Correction in EFL Teachers’ Feedback
ZHU Hongmei
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DOI:10.17265/2161-623X/2026.04.005
Chongqing Technology and Business University, Chongqing, China
Correction is an unavoidable action in classroom interaction. While explicit correction strategies have been extensively researched, implicit correction approaches have been less explored. This paper employs Conversation Analysis method to examine embedded correction, one form of implicit correction, observed in Chinese EFL (English as a Foreign Language) high school classrooms. Our data aim to examine its sequential environment and action trajectory. It’s found that embedded corrections occur within fluency and meaning contexts and textual contexts, mostly following a student’s response to a teacher’s initiating question. Its action trajectory often shows students make the errors, and teachers correct them in the second turns or in the following turns. However, the students have a few opportunities to display the corrected issues. The findings contribute to EFL teacher education and classroom practice by illuminating effective implicit correction strategies.
embedded correction, context, feedback
ZHU Hongmei. (2026). Embedded Correction in EFL Teachers’ Feedback. US-China Education Review A, April 2026, Vol. 16, No. 4, 217-224.
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