scholarly journals The Role of Written Corrective Feedback in Developing Writing in L2

2014 ◽  
Vol 11 (2) ◽  
pp. 89-98
Author(s):  
Gabrijela Petra Nagode ◽  
Karmen Pižorn ◽  
Mojca Juriševič

Feedback plays an important role in developing L2 writing in young learners. The article provides a brief overview of the history of giving feedback and of some contemporary views within this field. Special attention is paid to cognitive perspectives, such as the influence of written corrective feedback on shortterm memory, the influence of focused and unfocused written corrective feedback on error correction, the influence of written corrective feedback on a particular category of error, the influence of direct and indirect written corrective feedback and combinations of various types of written corrective feedback, and the influence of educational background and L2 learning background on the effectiveness of written corrective feedback in terms of sociocultural perspectives. The main aim of the article is to present readers (especially teachers) with the variety of aspects of giving written corrective feedback in developing L2 writing and thus in enabling young learners to develop their L2 writing skills more effectively.

2020 ◽  
Vol 3 (1) ◽  
pp. 31-54 ◽  
Author(s):  
Sima Khezrlou

Abstract This study explored whether the effects of task repetition in drawing learners’ attention to linguistic form could be reinforced through the provision of two types of unfocused direct written corrective feedback. Fifty-seven learners formed three conditions: (1) task repetition with no feedback (TR, control), (2) task repetition with error correction (TR+EC), and (3) task repetition with reformulation (TR+R). All groups repeated an identical writing narrative task but only the experimental groups received feedback after their initial task performance. All participants were then asked to complete a new task of the same type followed by a new task of a different type. Performance was gauged by multiple measures of complexity, accuracy and fluency. Results revealed the persistent superiority of the TR+EC condition on all measures of accuracy while the TR+R condition led to immediate written complexity improvement regarding subordination. Furthermore, both the TR+R and TR conditions resulted in delayed fluency gains.


2010 ◽  
Vol 32 (2) ◽  
pp. 181-201 ◽  
Author(s):  
Dana R. Ferris

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.


2021 ◽  
Vol 31 (1) ◽  
pp. 112-139
Author(s):  
Ehsan Abbaspour

Whether corrective feedback is effective in L2 writing has always been a controversial issue among Second Language Acquisition (SLA) scholars despite a vast body of research investigating the issue. This conflict is rooted in the fact that different researchers subscribe to different theories of SLA which are at times contradictory in nature. The present article reviews and investigates major SLA theories with respect to their views and stance toward the efficacy of Written Corrective Feedback (WCF) and error correction in second language writing. Many of these theories do not address the role of corrective feedback explicitly or merely focus on the role of oral feedback. Polio (2012) and Bitchener and Ferris (2012) have partially investigated the issue at stake reviewing a number of SLA theories. In this study, however, attempt is made to shed light on the role of WCF especially in the theories which are not directly concerned with L2 writing.


2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.


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