Critical Feedback on Written Corrective Feedback Research.
By N. Storch. 2010
167 citations recorded by the source corpus.
Recently we have witnessed a large growth in research on written corrective feedback (WCF). However, the question posed here is: are researchers and L2 writing teachers now any wiser about the efficacy of WCF? I begin with a summary of early studies and some of their major shortcomings. I then examine more recent studies and conclude that, although many of the shortcomings of earlier research have been largely addressed, research findings are still inconclusive. I argue that currently, in the desire to conduct more robust research, the pendulum has swung too far towards experimental studies. Such studies tend to employ ‘one off’ treatments, often provided on a very restricted range of errors, and ignore the learners’ goals and attitudes to the feedback provided and to improvement in accuracy. I conclude by suggesting directions for a more meaningful and ecological valid research agenda on written corrective feedback.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/7e9b4a55c8c588ed5efe7bf0df34842642424d28
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In Developmental and Educational Psychology
In Education
In Language and Linguistics
Citations in the corpus
- Research into practice: Written corrective feedback (2012, unknown): “Thus, a middle ground is proposed, where teachers select several error categories, instead of one, for feedback (Ferris 2010; Storch 2010).”
- Written corrective feedback from sociocultural theoretical perspectives: A research agenda (2018, background): “…assumption underlying this research task is that learners, and particularly adult learners, exercise some volitional control over what they notice in any feedback they receive on their writing and how they respond to the feedback (see Hyland 1998; Storch & Wigglesworth 2010a, b; Han & Hyland 2015).”
- The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, background): “…may show that feedback is effective in improving learners’ accuracy of the selected target features, the ecological validity of such research has been questioned as teachers often provide feedback on diverse errors they observe rather than on errors of a single type (Ferris, 2012; Storch, 2010).”