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Corrective feedback in second language writing: From theory and research to practice

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Abstract
The aim of this paper is to discuss choices available to language practitioners in connection to corrective feedback in second language (L2) writing. Using the results of some empirical studies and prominent second language acquisition (SLA) theories on corrective feedback (CF), we will address the benefits and limitations of implicit and explicit feedback types, peer feedback and self-correction, reactive and proactive feedback, and finally focused and unfocused feedback. In each section, some practical recommendations are made to help L2 teachers better deal with CF in language learning classrooms.

SLA theories underpinning CF
Two theories that are widely used in L2 research on CF are Cognitive Approach and Sociocultural Theory (SCT).  Continue Reading →

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