Abstract
This paper presents a critical synthesis of research on written corrective feedback (WCF) and its effects on second language (L2) learning over the past four decades. WCF is an essential component of L2 teaching. However, whether WCF helps has been an issue of considerable debate in the literature. While many researchers have stressed its importance, some others have expressed doubt concerning its effectiveness. The controversy over the effectiveness of WCF was heightened when Truscott argued in 1996 that error correction is ineffective and harmful and others who strongly countered his argument that feedback is effective (e.g. Chandler 2003; Ferris 1999). This article provides an in-depth synthesis and analysis of this area of research, examining key issues and findings as well as the various contentions and concerns raised regarding the effects of WCF. The article concludes with implications for future research and with insights about how to move forwards.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
