The effects of written corrective feedback

Abstract

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.

Formativno vrednovanje u nastavi stranih jezika

“…U odnosu na nastavu stranih jezika, u okviru teme vrednovanja ovo je pitanje zanimljivo istraživačima tek posljednjih dvadesetak godina (Ketabi, Ketabi, 2014). Posebno su zastupljene teme samovrednovanja, i to najčešće u okviru šireg područja razvoja učenikove samostalnosti (Vrhovac, Jelić, 2019) ili pak davanja povratnih informacija učeniku nakon aktivnosti govora i pisanja (Burner, 2016;Karim, Nassaji, 2019), dok su istraživanja o široj ulozi formativnog vrednovanja u nastavnom procesu manje zastupljena. Primjerice, López (2010) je u okviru studije slučaja s tri kolumbijska nastavnika engleskog jezika u osnovnoj i srednjoj školi pomoću intervjua i nastavnikovih dnevnika istražio kako se koriste formativnim vrednovanjem u nastavi.…”

The efficacy of written corrective feedback: Searching for the best predictors

“…Second, languaging could have pushed learners to engage with WCF to a larger extent. The effectiveness of corrective feedback is affected by the degree of learners' engagement (Karim & Nassaji, 2019). The more they interacted with WCF, the better they would understand it.…”

Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning

“…There were some limitations we could identify. Firstly, time was an issue since the target group had six academic hours a week; it would be necessary to devote more lessons with a higher frequency to give continuity to this process and achieve better results since, as mentioned by Karim and Nassaji (2019), the effect of feedback should be studied over a long period of time. Secondly, students seemed to be very focused on the structure of a standardized essay as they were going to finish their cycle of English levels proposed by the curriculum and also as their future classes implied the use of this type of text.…”