摘要：This study investigated the effectiveness of repetition as corrective feedback in terms of its contribution to student uptake and acquisition. Thirty students in two classes, one control and one experimental participated in the study. In order to discover the effectiveness of repetition as corrective feedback, the classes of the control and the experimental group were observed and videotaped. The feedback episodes in the two classes were transcribed, analyzed, and coded. Grammar tests were created based on these feedback episodes. The test results of the two classes were compared. The results revealed that the experimental class, which was exposed to repetition as corrective feedback, achieved higher scores. The findings of the study indicated that repetition as a correction technique is effective in terms of its contribution to uptake and acquisition.
