Corrective feedback (CF) plays an important role in learning a second/foreign language. In addition to CF, uptake is another significant issue in the field of education. This study investigated the correspondence between types of CF and learner uptake as well as the effectiveness of feedback on learners’ later performance in an English as a foreign language (EFL) classroom. Seven and a half hour of classroom interactions of nine female EFL students were audio recorded, transcribed, and coded. By using Lyster and Ranta's (1997) coding system including two types of uptake and Nassaji's (2016) coding system involving twelve types of feedback, the types of uptake and feedback were identified. The results show that the most productive CF move that led to learner uptake was immediate recast. On the other hand, the least productive CF move was using L1 Persian. The results also show that language learners were able to generalize previously given feedback to their later production effectively.
