The document summarizes a study that compares different patterns of corrective feedback and student repair in two language classes - an intermediate and advanced class. The study found that recasts were more effective for eliciting repairs in the intermediate class, while prompts worked better in the advanced class, supporting the Counterbalance Hypothesis. The type of feedback used differed between the classes, with the intermediate class relying more on choral repetition and the advanced class using more prompts.