A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of different ways. This paper systematically reviews recent research on focus-on-form instruction, corrective feedback and uptake, attempts to systematise what is known about these issues and reveals gaps which have not yet been addressed by research.