Feedback and non-feedback in an online Turkish L2 classroom: interactional patterns and teacher perspectives

Abstract

Abstract This study examines how feedback and non-feedback are interactionally organised in a synchronous online Turkish as a second language (L2) classroom and explores the teacher’s stated pedagogical priorities in relation to these practices. Drawing on 300 min of classroom recordings and a qualitative survey with an L2 Turkish instructor, the research employed a case study design using an inductive coding approach informed by Grounded Theory. The analysis revealed three distinct patterns of feedback: normative feedback, characterized by structured corrections and strong Initiation–Response–Evaluation sequences; pseudo-conversational feedback, where teacher control limited substantive student engagement; and non-feedback, where semantic, syntactic, and morphological errors often went unaddressed. The findings revealed recurrent instances in which errors in key linguistic domains remained unaddressed, while the teacher’s stated emphasis on functionality and fluency provided contextual insight into her broader pedagogical orientation. The study underscores the need for more comprehensive and dialogic feedback strategies in Turkish L2 instruction, particularly in online contexts. The findings have implications for feedback-focused professional development, particularly regarding selective correction, opportunities for learner repair, and the management of fluency–accuracy tensions in online instruction.