Publication: Insights from Studies on Written Corrective Feedback: Implications for Language Pedagogy
Submitted Date
Received Date
Accepted Date
Issued Date
2016
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
1513-5934 (Print), 2651-1479 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
rEFLections Journal
Volume
22
Issue
Edition
Start Page
89
End Page
102
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Insights from Studies on Written Corrective Feedback: Implications for Language Pedagogy
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
Written corrective feedback (WCF) is an instructional strategy used to help second/foreign language (L2) learners improve their writing effectiveness. Teachers can design and provide WCF across a number of dimensions such as focus (e.g. grammar, organization, content), type (e.g. direct correction, reformulation, comment), and tone (e.g. negative, positive). This article provides a comprehensive overview of WCF, its typology, research methodologies and fndings, as well as learners’ and teachers’ perceptions of its use and benefts. The article concludes with a discussion of implications for L2 writing pedagogy, followed by practical recommendations on the effective utilization of WCF in the classroom and suggestions for practitioners in conducting WCF research.