Dynamic written corrective feedback: A scoping review

Abstract

In this paper, I present a literature review of the published empirical studies that have thus far been conducted on Dynamic Written Correct Feedback (DWCF), an approach to written corrective feedback (WCF) that utilizes a coding system on short, student-produced texts and routine self-editing that promises to be “manageable, meaningful, timely, and constant” (Hartshorn & Evans, 2012, p. 30). Much of the current research on DWCF consists of ecologically sound studies in authentic classroom contexts in Intensive English Programs or developmental writing classes, with occasional studies in secondary schools, first year composition, graduate student writing courses, or English as a foreign language contexts. By and large, the growing body of research around the topic has identified various strengths DWCF can bring for particular students producing short texts in certain contexts, especially regarding measures of increased accuracy for a number of error types and fluency. DWCF may also be easily adaptable to various student/programmatic needs.