Studies on feedback given to second language (L2) learners have focused primarily on learners' response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised…

This paper reports on the first phase of our research into the potential merits of a collaborative writing/feedback/revision activity. The study compared the quantity and quality of the feedback provided, collaboratively and individually, by adult EFL learners in Saudi Arabia. Our analysis showed that learners provided more feedback, including…

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the…

The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes.…

Writing is generally thought of as an activity which is carried out individually, often with feedback then provided by a teacher or colleague. While the use of pair or small group work in the second language classroom in relation to oral work has been extensively studied, and its benefits well documented, there are only a few studies which have…

In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers' WCF practices and how they align with students' preferences. This study, conducted with staff and students in a…

Much of second language (L2) class time, particularly in school and university classes, is devoted to the teaching of writing, and written assignments form an important component of assessed work. We assume that learners' L2 writing develops over time, in response to instruction, feedback, and practice. However, to date there has been very little…

Recently we have witnessed a large growth in research on written corrective feedback (WCF). However, the question posed here is: are researchers and L2 writing teachers now any wiser about the efficacy of WCF? I begin with a summary of early studies and some of their major shortcomings. I then examine more recent studies and conclude that,…

The literature on corrective feedback (CF) that second language writers receive in response to their grammatical and lexical errors is plagued by controversies and conflicting findings about the merits of feedback. Although more recent studies suggest that CF is valuable (e.g., Bitchener, 2008; Sheen, 2007), it is still not clear whether direct or…

The number of international ESL students completing their degree programs in Australia has risen dramatically in the past decade. One factor that may be motivating students to undertake tertiary studies in Australia is the expectation that this form of immersion will lead to improved English language skills. However, existing research, such as…