Written corrective feedback from sociocultural theoretical perspectives: A research agenda

2018 ◽  
Vol 51 (2) ◽  
pp. 262-277 ◽  
Author(s):  
Neomy Storch
Keyword(s):  
Corrective Feedback ◽  
Zone Of Proximal Development ◽  
Future Research ◽  
Small Scale ◽  
Individual Factors ◽  
Proximal Development ◽  
The Third ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Automated Feedback

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the nature and appropriateness of the feedback provided. The second area uses the construct of tools and considers learners’ responses to the means used to provide WCF, including automated feedback. The third, and perhaps most important area, views WCF as an activity, and examines context-related and individual factors that impact on the provision and response to WCF. The paper provides concrete examples of small-scale longitudinal studies in each of these areas, including recommendations as to the kind of data and measures to employ.

scholarly journals Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

2010 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Catherine Van Beuningen
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Empirical Work ◽  
Future Research ◽  
Future Directions ◽  
Pedagogical Tool ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Considerable Controversy

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development.

The Empirical Evidence of the Effect of Written Corrective Feedback From Information Processing Perspective

2018 ◽  
pp. 30-56
Keyword(s):  
Corrective Feedback ◽  
Theoretical Expectation ◽  
Affective Factors ◽  
Proficiency Levels ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Information Processing Perspective ◽  
English Articles ◽  
Positive Effect

The theoretical perspectives reviewed in the previous chapter have led many in the field to believe that written CF can have a positive effect on L2 learning. The recent written CF studies reviewed in this chapter confirmed the theoretical expectation. However, it needs to be noted that although more explicit written CF types, such as metalinguistic explanation, direct correction, and direct correction plus metalinguistic explanation were proved to facilitate the learning of English articles and past tense for students of different proficiency levels, more research is needed to find out the correlation between the complexity and written CF type. Furthermore, whether these types of written CF could facilitate the learning of more complex language features needs to be examined. Last but not least, learner's factors, including affective factors, learning aptitude, motivation, and so on need to be investigated regarding the extent to which they may have an impact on the effect of written CF.

scholarly journals Contribuciones teóricas sobre la metodología colaborativa para el tratamiento de los errores gramaticales de un texto académico en inglés en un contexto universitario

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Mabel Andrea Ortiz-Navarrete ◽  
Claudio Heraldo Diaz-Larenas
Keyword(s):  
Error Correction ◽  
Collaborative Work ◽  
Corrective Feedback ◽  
Zone Of Proximal Development ◽  
Active Participation ◽  
Proximal Development ◽  
Positive Interdependence ◽  
Collaborative Methodology ◽  
The Way

This article aims to highlight the characteristics of the collaborative methodology for error correction of L2 students’ texts. The article points out the following components: interaction, dialogue, discussion, scaffolding, ZPD (Zone of proximal development), and positive interdependence; these components also favor the active participation of all members of a group during error correction. In addition, the paper emphasizes the way the collaborative work can activate the metalinguistic component, and can enhance the effect of corrective feedback provided by the teacher to a group.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals Direct and Indirect Written Corrective Feedback: A Literature Review of Sampling and Design Features, Target Structures and Overall Effects

2020 ◽  
Vol 3 (7) ◽  
pp. 199-209
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Literature Review ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Future Research ◽  
Future Studies ◽  
Treatment Groups ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Advanced Proficiency ◽  
Grammatical Structures

Scholars' attention on written corrective feedback especially the direct-indirect dichotomy has been increasing due to inconsistencies in its effects toward L2 learners’ linguistic accuracy. Therefore, this study was performed to provide a literature review of the increasing number of WCF studies that may provide new perspectives for future research on direct-indirect WCF strategies. This study takes a systematic literature approach to synthesize 16 empirical studies that focusing on the effect of direct-indirect WCF from SCOPUS database. The 7-step systematic review process was used as the main approach for this study. 4 research questions were formulated to guide the study. The findings have revealed the sampling features of ESL context, beginner, and advanced proficiency levels of learners are underexplored. Moreover, it is also suggested that future studies incorporate control groups to compare the effects of direct-indirect WCF strategies with non-treatment groups. Methodologically, other research approaches should also be considered by future studies for most of the studies in the review applied experimental approach. In highlighting the targeted linguistic structures, this study has found the focus of studies in the review as mostly emphasizing on grammatical aspect, thus suggesting for more WCF studies on non-grammatical aspects. Finally, the overall effect suggests that indirect WCF was effective on both grammatical and non-grammatical structures whereas direct WCF was mostly effective on non-grammatical structures.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

2019 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Nguyen Thi Thuy Minh ◽  
Do Thi Thanh Ha ◽  
Pham Thi Thanh Thuy ◽  
Nguyen Tuan Anh
Keyword(s):  
Corrective Feedback ◽  
Clear Cut ◽  
The Third ◽  
Written Corrective Feedback ◽  
Completion Task ◽  
Post Test ◽  
Pragmatic Knowledge ◽  
Positive Effect ◽  
Experimental Group ◽  
Pragmatic Performance

Abstract This study investigated the efficacy of different feedback conditions in developing accurate and fluent production of L2 English email requests. Sixty-nine intermediate-level Vietnamese EFL university students were randomly assigned to one control and three experimental groups. All the four groups received three hours of explicit metapragmatic instruction on email requests, but only the experimental groups received written corrective feedback on their pragmatic production. One experimental group received feedback without opportunity for revision. Another experimental group received one cycle of feedback and revision, and the third group two cycles of feedback and revision. Results of a Discourse Completion Task (DCT) pre-test, immediate post-test, and delayed post-test indicated that the combination of instruction and feedback had a positive effect on the accuracy of learners’ pragmatic performance. However, no clear-cut evidence for the effect of revision on the fluency of learners’ pragmatic performance was found in the study. The findings highlight the effectiveness of corrective feedback and revision in consolidating emergent L2 pragmatic knowledge, but further research is needed to understand how much revision is sufficient to facilitate fluency development.

The Exploration of the Effect of Scafflolded Written Corrective Feedback

2018 ◽  
pp. 65-69
Keyword(s):  
Case Studies ◽  
Corrective Feedback ◽  
Self Control ◽  
Combined Approach ◽  
The Third ◽  
Written Corrective Feedback ◽  
Cultural Framework ◽  
L2 Development

This chapter reviews the written CF studies that have been conducted within a socio-cultural framework. These are three case studies, the first of which found individual learners had better self-control after receiving scaffolded written CF within their different ZPDs. The second study compared scaffolded written CF and random written CF and found scaffolded written CF resulted in better L2 development. The third study compared scaffolded written CF and the most explicit written CF (direct correction plus metalinguistic explanation) and no advantage for scaffolded written CF was reported. In the end, a combined approach of investigating written CF is proposed.

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