Chinese Language and Culture Journal, 12(2), 259–280.

"ABSTRACT

In teaching Chinese as a second language, teachers’ corrective feedback and wait time have a significant impact on learning outcomes. This study, based on the corrective feedback theory of Lyster & Ranta (1997), employs classroom observation and questionnaire methods, focusing on Chinese listening and speaking classes at Ramkhamhaeng University in Thailand. It mainly explores the following questions: (1) What types of corrective feedback and wait times do teachers use in the classroom? (2) Which corrective feedback methods and waiting times are most conducive to the learning outcomes of Thai learners? The study finds that: (1) Teachers primarily use recast corrective feedback in class, but students tend to prefer explicit correction; (2) Although explicit corrective feedback is common, appropriately extending wait time better facilitates students’ language output and maintains expression fluency; (3) Students of different ages and learning backgrounds have varying needs for feedback types, with adult learners favoring direct and efficient correction. Furthermore, the results indicate that, considering the characteristics of Thai learners, teachers should flexibly apply different types of corrective feedback and adjust wait times according to specific teaching contexts to enhance classroom effectiveness. This study offers practical guidance for Chinese teaching in Thailand and recommends that teachers refine their corrective feedback strategies by considering individual student differences and learning needs to more effectively promote Chinese acquisition."

Keywords: teaching Chinese as a second language, corrective feedback, waiting time, learner uptake