Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Abstract

The role of written corrective feedback (WCF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This article intends to provide a critical review of the increasing number of WCF studies thus far and to inspire new perspectives for future research. It starts by briefly tracing the theoretical positions on the role of WCF in L2 instruction. Subsequently, a synthesis of empirical arguments with respect to the effectiveness of WCF, the relative merits of various WCF options, and the amenability of different error categories to WCF are presented. Based on all the evidence, two common limitations: the focus on form-oriented WCF options and the narrow range of target errors are critically discussed in the final part. It concludes by suggesting that an integration between such learning enhancing variables as micro context and written feedback, and that an extension of target structure from learners' rule-governed errors to their non rule-governed errors should be investigated in future WCF studies so that fresh insights for WCF research could be achieved on one hand and pedagogical implications for L2 classroom instruction could be offered on the other.

Improving Grammatical Accuracy in Thai Learners' Writing : Comparing Direct and Indirect Written Corrective Feedback

“…The sustained effects were attributed by Ji to the long treatment period of one semester. For more examples of studies, see Ji (2015) and Wang and Jiang (2015).…”

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

“…Subsequently, Wang and Jiang (2015) stated that written corrective feedback which is also known as error correction or grammar correction has long been a common instructional practice in second language writing. As a common instructional practice in second language writing, written corrective feedback acts as noticing facilitator to help learners' bridge the gap between their inter language and the target language.…”

“…Feedback also serves the function of error correction and grammar correction (Wang & Jiang, 2015) and it may influence the end product that is student's written work. In addition, feedback assists graduate students to determine the parts of writing that is correct, and the parts that need correction for improved writing as well as alerting students of their strengths and weaknesses in academic writing.…”

Effective Teaching Strategies to Eliminate Spelling Problems Among Saudi English Language Undergraduates

“…Spelling mistakes can further help instructors to assess their students' abilities and group them according to their spelling and learning skills levels. Wang and Jiang (2015) explain that students' ability to learn also depends on the systematic and organised ijel.ccsenet.org International Journal of English Linguistics Vol. 9, No.…”