Contextualizing corrective feedback in second language writing pedagogy

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The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “Third, constrained by its sample of studies, the present analysis included only a select number of moderator variables; other variables are left out but may equally be worthy of attention, such as learner motivation, attitude toward corrective feedback, and competencies of teachers (Evans et al., 20”
Teacher written corrective feedback: Less is more (2019, background): “For example, teachers can give CWCF to paragraph writing but FWCF to essay writing (Evans et al., 2010; Hartshorn & Evans, 2015), CWCF to the first few paragraphs in an essay and FWCF to the rest of the writing, or CWCF to shorter essays but FWCF to more extended essays.”
Research into practice: Written corrective feedback (2012, unknown): “In the experimental study by Bitchener & Knoch (2009), WCF was given to students one week after the writing test, and in the study by Evans et al. (2010), WCF was provided ‘by the next class period’ (p. 455) (there were four sessions per week in the study).”