For decades, writing and writing instruction have often been viewed from a learning-to-write perspective; within this perspective, writing should be taught when students’ second language (L2) development is sufficiently settled. Recent research, however, shows that writing has a major role in promoting L2 development; from this writing-to-learn perspective, writing is seen as a tool for language learning (Manchón, 2011) that allows L2 learners to integrate new knowledge, test hypotheses, and automatize knowledge (Williams, 2012). Also, within this perspective corrective feedback (CF) provided by teachers facilitates language learning (Bitchener & Ferris, 2012).
Corrective feedback is defined as any indication to the learners that their use of the target language is incorrect (Lightbown & Spada, 2013). In writing, CF is concerned with incorrect grammatical or lexical use of the target language, Continue Reading →