INTRODUCTION: The Role of Oral and Written Corrective Feedback in SLA

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Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “In writing, on the other hand, learners have enough time – and therefore cognitive resources – to compare their output with the CF they received, which increases the likelihood of learners noticing gaps in their interlanguage (e.g. Polio et al., 1998; Sheen, 2010a).”
The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, methodology): “Previous studies, however, have used feedback on single errors (e.g., Bitchener, 2008; Bitchener & Knoch, 2008, 2009a, 2010b; Sheen, 2007, 2010a) or if on multiple errors, the feedback was provided on one writing task (Ellis et al., 2008; Truscott & Hsu, 2008; Van Beuningen et al., 2012).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, unknown): “…/ ISSN 1747-7565 online C© 2012 Taylor & Francis http://dx.doi.org/10.1080/09658416.2011.639884 http://www.tandfonline.com to learner–learner interaction is still under-investigated (but see, for written peer CF, De Guerrero & Villamil, 2000; Liu & Hansen, 2002; Sheen, 2010; Tseng & Tsai, 2007).”