A typology of written corrective feedback types

By R. Ellis. 2008

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How researchers see this paper

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Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students (2018, methodology): “Ellis (2010) has defined the concept in a broad sense that student engagement with CF refers to students’ response to the CF.”
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “…several studies have examined the efficacy of written corrective feedback as a function of its scope—focused versus unfocused—in improving L2 learners’ overall accuracy (e.g., Ellis, 2009; Ellis et al., 2008; Sheen, Wright, & Moldawa, 2009; for oral feedback, see Doughty & Varela, 1998; Han, 2002).”
A Framework for Analyzing Feedback in a Formative Assessment System for Mathematical Modeling Problems (2012, methodology): “A typology for written corrective feedback for correcting linguistic errors developed by Ellis (2009) includes these two function types: directive feedback (direct - correct form provided) and facilitative feedback (indirect - error indicated but correction not provided, il l f i i i”
Corrective Feedback and Teacher Development (2009, background): “In the case of written CF, the key distinction is between direct, indirect, and metalinguistic forms of correction (see Ellis, 2009).”