In speaking, respond to the message first and give form feedback later. Tsateri admits this rests on intuition: the research she quotes (Kerr 2020) says there’s ‘no clear consensus’ on immediate vs delayed correction.
Practice
Let the learner finish; respond to the content; ask genuine follow-ups; note errors; do form feedback afterwards or in an “upgrade” stage.
Sources
Kerr (2020) Giving Feedback to Language Learners (Cambridge Papers in ELT), citing Doughty (2001), Ellis & Shintani (2013); Korthagen (2017) Teachers and Teaching 23(4) on emotion in learning.
Limits
Moves from “no consensus” to a firm stance on intuition. Doesn’t address learners who want immediate correction, exam classes, or fossilisation risk.
Where this sits (Claude)
- Tsateri (connect first) ↔ Underhill (upgrade during the flow, Upgrade language during fluency work with minimal interference) ↔ Fluency First (both can work, Reactive focus on form - choose few, global, developmental errors). The evidence supports Fluency First: timing matters less than selectivity and noticeability.
Connections
Lyster and Ranta’s six corrective feedback moves and learner uptake · Feedback on content - make the writer feel read