Teacher Electronic Written Corrective Feedback, Trends and Future Directions

Abstract

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.

Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

“…Wisniewski et al (2020) conducted a meta-analysis of empirical research to study the effect of feedback on students' learning, intended as a follow-up to the celebrated Hattie and Timperley (2007) 's article on the power of feedback. Other scholars have also performed systematic reviews on electronic, written corrective feedback (Altamimi & Masood, 2021), oral corrective feedback (Czaholi, 2021), written corrective feedback (Chong, 2019), and learners' agentic engagement with feedback (Winstone, et al, 2017).…”

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

“…As a result of technological advancement, computers and software such as wikis, blogs and social media, university lecturers can now assess and provide feedback on students' assignments and projects (Altamimi and Masood. 2021; Ene and Upton, 2018).…”

Rétroaction corrective synchrone et écriture collaborative en ligne : perceptions d’enseignants de français langue seconde

“…À l'instar des études portant sur l'ÉC, les perceptions des enseignants sur la RCÉS restent sous-explorées dans la littérature. Dans leur méta-analyse sur la RCÉ en ligne (que celle-ci soit synchrone ou asynchrone, fournie oralement ou textuellement), Altamimi et Masood (2021) n'ont trouvé aucune étude sur la perception de la RCÉ par les enseignants d'anglais langue seconde. Des études connexes existent toutefois.…”

“…Par exemple, on sait actuellement peu de choses sur les choix et préférences de RCÉ effectuée par les enseignants via Google Docs (Alharbi, 2020). En ce qui concerne la RCÉS en ligne, des études documentant les pratiques des enseignants sont également nécessaires (Altamimi et Masood, 2021). Les quelques études s'étant intéressées aux croyances et pratiques des enseignants quant à la rétroaction corrective en contexte de français L2 l'ont fait en lien avec la RCÉ asynchrone (Lira-Gonzales et coll., Teye, 2019.…”