Teacher Feedback in L2 Writing

Abstract

Although teachers spend a massive amount of time writing feedback on student texts, this aspect of teachers’ work is “often fraught with frustration and uncertainty” (Ferris 2014, p. 6). As a result, teacher feedback has drawn considerable attention from both researchers and practitioners. In many L2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in writing classrooms. In this chapter, therefore, “teacher feedback” refers mainly to teacher written feedback.