Dynamic written corrective feedback (DWCF) is a pedagogical approach that offers meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive written error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can…

This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

The issue of whether, when, and how to respond to learners' oral errors is something every teacher has to consider. Early studies of teachers' feedback practices consisted of observations of how they managed this complex process (e.g., Lyster & Ranta, 1997). Beginning with these descriptions, a large body of research on types of oral…

While feedback is widely considered essential for second language (L2) writing development (Bitchener & Ferris, 2012), teachers may not always be able to provide their learners with immediate and frequent corrective feedback. Automated writing evaluation (AWE) systems can help respond to this challenge by providing L2 learners with written…

Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have…

Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other's languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however,…

According to sociocultural theory (SCT), corrective feedback (CF) entails a negotiation process whereby writing instructors support second language (L2) writers in self-correction and provide a level of guidance needed for writers to actively engage in revision tasks (Aljaafreh & Lantolf, 1994). Drawing on SCT, this collaborative self-study…

Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but…

Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual differences that have an impact on the effect and effectiveness of CF. One area of individual difference that has…

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree…

This article aims to show how the findings from written corrective feedback (WCF) research can be applied in practice. One particular kind of WCF--focused WCF--is brought into the spotlight. The article first summarizes major findings from focused WCF research to reveal the potential advantages of correcting a few preselected language items…

This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224). The participants completed a 40-item questionnaire that dealt with various aspects of feedback found in the literature. While the…

Should we correct our students' language errors? Most ESL teachers would answer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on…

This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner…