Written Corrective Feedback in Second Language Writing: A Review of Research
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Abstract
Written corrective feedback (WCF) has been widely deployed in teaching second language (L2) writing skills, partly because it is generally perceived to promote and consolidate learning. Whilst a burgeoning body of literature affirms its virtues pertaining to fostering L2 learners’ writing performance, which method of correction could yield the greatest enhancement remains a point of contention among researchers. This research review is proposed to condense findings of contemporary studies on the use of WCF in teaching and learning writing in English as foreign language (EFL) and English as a second language (ESL) setting. It commences with a summarization of key terms and proceeds to afford a brief discussion on students’ and teachers’ perceptions towards using WCF. Subsequently, a critical synthesis of findings from current studies into the effectiveness of different types of WCF, namely direct, indirect, metalinguistic, focused, and unfocused strategies, will be presented. Drawing on the empirical evidence thus far, we deduce that no one-size-fits-all WCF approach best facilitates L2 learners’ writing development. Furthermore, any judgement on the effects of WCF should be taken into account in relation to personal and contextual factors as they are moderating variables affecting which WCF type is best suitable. Teachers, therefore, are recommended to consider numerous factors concerning learning environments and learners’ differences in providing WCF. It is also suggested that more extensive studies into WCF’s long-term effects and those regarding various aspects of L2 learners’ writing performance apart from grammatical accuracy should be conducted.
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References
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