The second language feature is content feedback. Other than giving direct correction, teachers should also consider focusing on giving feedback on the content rather than on the form. Teachers can provide genuine and personal reactions to the comments made by learners within the discussion. Using this feature enables teachers to indirectly give examples in using natural conversational language so that the pedagogic purposes meet the language used by the teacher. Not only do genuine comments made by the teacher provide an example of the conversation in the real situation context, but this also creates a nice atmosphere that may trigger students to be involved in the discussion. An example can be seen in the dialogue taken from Walsh, 2011:
480 L4: the good news is my sister who live in Korea send eh . . .Â
481 T: SENT=Â
482 L4: =sent sent credit card to me=Â
483 T: =ooh very good news . . .Â
484 L4: but bad news [is]
Checking for confirmation
Another strategy to engage learners’ involvement is by checking confirmation. Teachers may, again, ‘genuinely’ seek clarification of students’ utterances. As the example shows, the teacher confirmed the information told by the student. Other than lessening misunderstanding of the information brought by the students, it also facilitates more interactive exchange. Not only interactive exchange, but also broader topics can be achieved. Those teachers who seek clarification from the students are valued as being better at engaging students’ involvement than those who do not (Musumeci 1996 cited in Walsh, 2011). Here is an example of checking confirmation:
517 L5: [at eight] o’clock at nine o’clock you can call=Â
518 L6: =in Japan same=Â
519 T: =it’s the same eight hours?=Â
