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Error correction in communicative language lessons has gained adherents among ESL teachers. This study explores how form-focused instruction helps elementary English language learners acquire the irregular past tense and investigates which of two error feedback techniques - repetition or metalinguistic clue - best promotes communication and learner self-correction. The study was conducted in two small ESL classes with five third grade students, varying in language background and demonstrating at least an intermediate English proficiency. Students took a pre-test, test, and post-test to assess gains in mastery of the form during the unit. Class sessions were audiotaped and a journal was kept. Assessment results show that four students showed improvement during the unit. Repetition was judged, by analysis of taped discussions, as less obtrusive and easier to interject in the flow of communication. However, it is hypothesized that a number of factors may determine which feedback move is best in a given situation.