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 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 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 role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency

2020 ◽  
Vol 3 (1) ◽  
pp. 31-54 ◽  
Author(s):  
Sima Khezrlou
Keyword(s):  
Error Correction ◽  
Task Performance ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Task Repetition ◽  
Linguistic Form ◽  
Written Corrective Feedback ◽  
Initial Task ◽  
Writing Complexity

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.

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

2021 ◽  
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.

scholarly journals The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction

2010 ◽  
Vol 10 (1) ◽  
pp. 131 ◽  
Author(s):  
María Santos ◽  
Sonia López Serrano ◽  
Rosa M. Manchón
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Future Research ◽  
Learning Potential ◽  
Efl Learners ◽  
Positive Effects ◽  
Written Corrective Feedback ◽  
Research Findings ◽  
Instructed Sla ◽  
Writing Task

Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three- stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a group of 8 secondary school EFL learners. Noticing was operationalized as the amount of corrections noticed in the comparison stage of the writing task, whereas uptake was operationally defined as the type and amount of accurate revisions incorporated in the participants’ revised versions of their original texts. Results support previous research findings on the positive effects of written CF on noticing and uptake, with a clear advantage of error correction over reformulation as far as uptake was concerned. Data also point to the existence of individual differences in the way EFL learners process and make use of CF in their writing. These findings are discussed from the perspective of the light they shed on the learning potential of CF in instructed SLA, and suggestions for future research are put forward.

scholarly journals The Role of Error Type and Working Memory in Written Corrective Feedback Effectiveness on First-Language Self Error-Correction

2021 ◽  
pp. 074108832098655
Author(s):  
Mohammad Nowbakht ◽  
Thierry Olive
Keyword(s):  
Working Memory ◽  
Error Correction ◽  
First Language ◽  
Corrective Feedback ◽  
Error Type ◽  
Semantic Error ◽  
Written Corrective Feedback ◽  
Grammatical Errors ◽  
Semantic Errors

This study examined the role of error-type and working memory (WM) in the effectiveness of direct-metalinguistic and indirect written corrective feedback (WCF) on self error-correction in first-language writing. Fifty-one French first-year psychology students volunteered to participate in the experiment. They carried out a first-language error-correction task after receiving WCF on typographical, orthographic, grammatical, and semantic errors. Results indicated that error-type affected the efficacy of WCF. In both groups, typographical error-correction was performed better than the others; orthographic and grammatical error-correction were not different, but both were corrected more frequently than semantic errors. Between-group comparisons showed no difference between the two groups in correcting typographical, orthographic, and grammatical errors, while semantic error-correction was performed significantly better for the direct group. Results revealed that WM was not involved in correcting typographical, orthographic, and grammatical errors in both groups. It did, however, predict semantic error-correction only in response to direct-metalinguistic WCF. In addition, the processing component of WM was predictive of semantic error-correction in the direct WCF group. These findings suggest that error-type mediates the effectiveness of WCF on written error-correction at the monitoring stage of writing, while WM does not associate with all WCF types efficacy at this stage.

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.

The effects of written corrective feedback

2019 ◽  
Vol 3 (1) ◽  
pp. 28-52 ◽  
Author(s):  
Khaled Karim ◽  
Hossein Nassaji
Keyword(s):  
Second Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Future Research ◽  
Essential Component ◽  
The Past ◽  
Written Corrective Feedback ◽  
Considerable Debate ◽  
L2 Learning ◽  
Key Issues

This paper presents a critical synthesis of research on written corrective feedback (WCF) and its effects on second language (L2) learning over the past four decades. WCF is an essential component of L2 teaching. However, whether WCF helps has been an issue of considerable debate in the literature. While many researchers have stressed its importance, some others have expressed doubt concerning its effectiveness. The controversy over the effectiveness of WCF was heightened when Truscott argued in 1996 that error correction is ineffective and harmful and others who strongly countered his argument that feedback is effective (e.g. Chandler 2003; Ferris 1999). This article provides an in-depth synthesis and analysis of this area of research, examining key issues and findings as well as the various contentions and concerns raised regarding the effects of WCF. The article concludes with implications for future research and with insights about how to move forwards.

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