Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

By C. V. Beuningen. 2010

243 citations recorded by the source corpus.

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/bc1ccbeac71aa543418be6d597a338b18e1887c8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Icy Lee
2. Jessica Williams
3. N. Storch

In Language and Linguistics

1. Icy Lee
2. Jessica Williams
3. Shulin Yu
4. Manami Suzuki
5. A. Hamouda
6. Ricky Lam
7. A. Dobao
8. Youjin Kim

In Literature and Literary Theory

1. Icy Lee
2. Jessica Williams
3. Ricky Lam
4. Shulin Yu

Citations in the corpus

• Teacher written corrective feedback: Less is more (2019, background): “Relatedly, the purpose of WCF is to help students improve written accuracy in general rather than the accuracy of a small number of grammar items (Van Beuningen, 2010; Van Beuningen, De Jong, & Kuiken, 2012).”
• The Potential Role(s) of Writing in Second Language Development. (2012, background): “In contrast, when learners listen or read, the input may be processed simply for comprehension but not for acquisition (Mondria, 2003; Van Beuningen, 2010).”
• Research into practice: Written corrective feedback (2012, unknown): “…the reality of the classroom and addresses students’ need to produce grammatically accurate writing in the long run) (Van Beuningen et al. 2008; Van Beuningen 2010), in EFL contexts teachers have to consider how best to help students meet the longterm goal of written accuracy development, when…”